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Online Learning and Time-on-Task: Impact of Proctored vs. Un-Proctored Testing

by Sloan-C

Author Information

Author(s):

Gregory S. Wellman, College of Pharmacy

Author(s):

Henryk Marcinkiewicz

Institution(s) or Organization(s) Where Research Occured:

Ferris State University

Institution(s) or Organization(s) Where Research Occured:

Pennsylvania College of Technology

Volume and Issue Information

Volume:

8

Issue:

4

Month:

December

Year:

2004

The purpose of this study was to evaluate the impact of proctored versus un-proctored testing on practice time and learning for a self-study, online course in medical terminology. Participants included 120 college students in a pharmacy curriculum. Subjects were randomized to one of three groups utilizing textbook with proctored assessment, online instruction with proctored assessment, or online instruction with un-proctored assessment. A pre-test and post-test was administered to all three groups to evaluate learning. Content page “hits” and practice quiz access was tracked for participants. Learning, as defined by pre/post-test change score, was greatest in the presence of proctored assessment (online and text) (p = 0.027). In addition, use of practice quizzes had a stronger relative correlation with learning (r = 0.401; p<0.001) when compared to content page “hits” (r = 0.257; p = 0.024). Online course content paired with meaningful time-on-task (e.g. practice quizzes) was most effective when paired with proctored assessment.

Find related content with this links:

• Computer-mediated instruction
• Distance Learning
• Proctored testing
• Un-proctored testing