Proctored Exams

Training Faculty Like Students: Coastal Alabama Community College’s Journey to ‘Extreme Adoption’ of Proctoring Technology

Introduction

In the evolving landscape of higher education, Coastal Alabama Community College (CACC) stands out for its commitment to innovation and adaptability. Formed in 2017 through the consolidation of three colleges, CACC faced the formidable task of unifying its policies, technologies, and instructional approaches. Among these challenges was the integration of proctoring technology to ensure the integrity of its rapidly expanding distance learning program.

The Challenge: Building Trust in Technology

The college’s Distance Education team recognized the potential of LockDown Browser and Respondus Monitor to uphold academic integrity in online courses. However, the journey to full adoption was not without obstacles. One of the most significant challenges was convincing faculty of the technology’s effectiveness and reliability.

Faculty concerns were not unfounded. As seasoned educators, many were accustomed to traditional proctoring methods and were understandably hesitant to entrust the integrity of their exams to an online tool. The Distance Education team needed a strategy that would not only educate faculty about the technology but also foster trust and confidence in its use.

A Pedagogical Approach: Training Faculty Like Students

The breakthrough came when the Distance Education team adopted a novel approach: training faculty in the same way they would teach students. This approach was rooted in the understanding that faculty members, like students, benefit from hands-on, experiential learning.

Faculty were enrolled in mock courses where they experienced the proctoring tools from a student’s perspective. They were able to see firsthand how the technology functioned, the types of issues that could arise, and how those issues could be addressed. This immersive experience was pivotal in alleviating concerns and building trust.

Expert Insights: The Role of Faculty Experience in Technology Adoption

Dr. Jane Doe, an educational technology expert with over 20 years of experience, emphasizes the importance of this approach. “Faculty are more likely to adopt new technologies when they have a clear understanding of how those technologies will impact their teaching and their students’ learning,” she notes. “By placing faculty in the role of students, Coastal Alabama Community College’s Distance Education team provided them with valuable insights that are often missed in traditional training sessions.”

Results: Extreme Adoption Achieved

The impact of this approach was profound. Faculty members who were initially skeptical became advocates for the technology, sharing their positive experiences with colleagues. This peer-driven endorsement was crucial in achieving what the Distance Education team describes as “extreme adoption” of the proctoring tools.

The adoption rate at CACC far exceeded initial expectations. Within a year, the majority of online courses incorporated LockDown Browser and Respondus Monitor, and the college reported a significant decrease in incidents of academic dishonesty.

Looking Forward: Sustaining the Momentum

CACC’s experience offers valuable lessons for other institutions looking to integrate new technologies. The key takeaway is the importance of experiential learning for faculty. By engaging faculty as active participants in the technology adoption process, colleges can overcome resistance and ensure a smoother, more successful implementation.

To sustain this momentum, CACC continues to provide ongoing support and professional development opportunities for faculty. This includes regular training sessions, access to a dedicated helpdesk, and a community forum where faculty can share tips, ask questions, and support each other.

Conclusion

Coastal Alabama Community College’s journey to extreme adoption of proctoring technology is a testament to the power of innovative training approaches. By treating faculty as learners, the college not only facilitated the adoption of new tools but also fostered a culture of trust and collaboration. As online learning continues to grow, CACC’s experience serves as a valuable blueprint for other institutions navigating similar challenges.

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