Development and Integration of Freely Available Technology Into Online STEM Courses to Create a Proctored Environment During Exams

Abstract

This article presents the experiences of a Chemistry professor who has implemented an online instructional methodology that utilizes freely available technology allowing verification and real-time proctoring of online assessments. The developed online proctoring methodology incorporates the direct use of students’ smartphones and devices during online assessments. Instructor prepared videos that visually illustrate an “online assessment rubric” and how students may meet the rubric by fully showing their “workspace” when taking an online assessment appear to play a major role in the successful implementation of this methodology with an objective that includes the prevention of academic dishonesty. Advantages of the flipped classroom format, daily proctored quizzes, use of document camera, multiple screens, and breakout sessions also played a role. Evidence of academic dishonesty, its prevention, along with mistakes and best practices in creating a viable proctored academic environment when using Webex, Teams, and Blackboard was observed.