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Remote proctoring has gained significant importance in Germany during the COVID-19 pandemic and has now become an established method for examinations. It offers many advantages, including flexibility, security, and ensuring exam integrity.
How Digital Examination Systems Support Students
At Munich University of Applied Sciences, 87% of students rated the introduction of a remote proctoring system positively, particularly emphasizing the possibility of taking exams regardless of location (Kubrak et al., 2023).
Remote proctoring also offers significant advantages for students with mobility restrictions. A survey found that 80% of them felt their exam experience was significantly improved by using a cloud-based system (Merchante et al., 2024).
Improved Exam Integrity Through Modern Technologies
A key argument for remote proctoring is the increased integrity of examinations. According to a study by Draaijer et al. (2017), 95% of surveyed faculty members in Europe stated that real-time monitoring and biometric authentication significantly hinder cheating. In fact, further research shows that the use of remote proctoring in exams can reduce the cheating rate by an impressive 40% (Atoum et al., 2017). These figures illustrate how crucial technological innovations can be for fairer exam conditions.
Technological Acceptance: When User-Friendliness Convinces
The acceptance of new technologies is often a topic of debate. However, a survey by Ford et al. (2023) found that 78% of students surveyed feel comfortable using remote proctoring software—provided it is designed to be user-friendly. Technical support also plays a major role: at Munich University of Applied Sciences, the average time spent on support requests was reduced from 15 to just 5 hours per semester after the system was established (Kubrak et al., 2023). This is clear evidence of how important smooth implementation is.
Social Acceptance and Flexibility
Remote proctoring has not only proven its relevance during the pandemic but is also appreciated in the post-COVID era. According to Balash et al. (2023), 35% of faculty members want to continue using the method—not as a replacement, but as a supplement to in-person exams to ensure greater flexibility. This development demonstrates how digital tools can become a long-term part of modern education systems.
Positive Effects on Performance Assessment
Interestingly, remote proctoring also has a positive impact on student performance. A study by Hall et al. (2021) found that second-year students performed better in two out of three exams after the introduction of the technology. These findings suggest that remote proctoring not only enables fairer exams but can also contribute to improved learning outcomes.
A Step Into the Future of Examinations
Remote proctoring is more than just a technological gimmick—it enhances exam integrity, saves time, and supports flexibility in everyday education. The positive feedback from faculty and students shows that this technology has great potential to transform examination processes in the long run. The remaining question is: How could further innovations drive this change even further?
Kubrak, H., Ehlers, M., Piecha, K., Walcher, T., Braun, G., & Prade, P. (2023) EXaHM – Application Oriented, Digital Examination System at Hochschule München. Electronic Journal of e-Learning.
Merchante, L. F. S., Vallez, C. M., & Szczerbik, C. (2024) Towards a low-cost universal access cloud framework to assess STEM students.
Draaijer, S., Jefferies, A., & Somers, G. (2017) Online Proctoring for Remote Examination: A State of Play in Higher Education in the EU. Springer Proceedings.
Ford, C., Park, L. J., & Leader, C. (2023) A realist evaluation of online examinations and remote proctoring for pre-registration nursing students. Advances in Online Education: A Peer-Reviewed Journal.
Atoum, Y., Chen, L., Liu, A., Hsu, S., & Liu, X. (2017) Automated Online Exam Proctoring. IEEE Transactions on Multimedia.
Hall, E. A., Spivey, C., Kendrex, H., & Havrda, D. (2021) Effects of Remote Proctoring on Composite Examination Performance Among Doctor of Pharmacy Students. American Journal of Pharmaceutical Education.
Balash, D. G., Fainchtein, R. A., Korkes, E., Grant, M., Sherr, M., & Aviv, A. J. (2023) Educators’ Perspectives of Using (or Not Using) Online Exam Proctoring.