Artificial Intelligence-Based Proctored Online Exams: A Study on the Experiences of Distance Education Students

Emine Aruğaslan

doi:10.53444/deubefd.1543471

TR EN

Öz

Yapay Zekâ Temelli Gözetimli Çevrimiçi Sınavlar: Uzaktan Eğitim Öğrencilerinin Deneyimlerine Yönelik Bir Çalışma

Öz

Bu çalışmanın amacı, yapay zekâ temelli gözetimli çevrimiçi sınavlara ilişkin uzaktan eğitim öğrencilerinin görüşlerini belirlemektir. Veriler, Türkiye’de bir üniversitenin uzaktan eğitim önlisans programına kayıtlı 34 öğrenciden toplanmıştır. Öğrencilerin gözetimli çevrimiçi sınavlara ilişkin görüşlerini belirlemek için araştırmacı tarafından geliştirilen bir anket kullanılmıştır. Anket verileri, içerik analizi yöntemiyle incelenmiştir. Analiz sonucunda belirlenen temalar altı kategori altında gruplanmıştır: Esneklik ve Erişilebilirlik, Duygusal Faktörler, Destek Hizmetleri, Sınav Koşulları, Sınav Erişim Sorunları ve Kişisel Faktörler. Bu kategoriler, öğrencilerin çevrimiçi sınav deneyimlerinin çeşitli yönlerini kapsamlı bir şekilde ele almakta ve karşılaşılan fırsatlar ile zorluklar hakkında derinlemesine bilgiler sunmaktadır. Ayrıca, çalışma, öğrencilerin çevrimiçi sınavlar sırasında yaşadıkları duygusal durumlar ve aldıkları destek hizmetleri hakkında önemli bilgiler içermektedir. Çalışma, öğrencilerin çevrimiçi sınavların güvenilirliğini yüz yüze sınavlarla eşdeğer gördüklerini ortaya koymuştur. Sonuçlar, doğru altyapı, yazılım ve ekip ile gözetimli çevrimiçi sınavların geleneksel ortamlara eşdeğer güvenilir bir ortam sağlayabileceğini önermektedir.

Anahtar Kelimeler

Uzaktan Eğitim, yapay zeka temelli çevrimiçi gözetimli sınav, öğrenci deneyimleri, çevrimiçi sınav.

Artificial Intelligence-Based Proctored Online Exams: A Study on the Experiences of Distance Education Students

Öz

The purpose of this study is to ascertain distance education students' views on their experiences with Artificial intelligence-based (AI-based) proctored online exams. Data were collected from 34 students enrolled in a distance education associate degree program at a university in Turkey. A researcher-developed questionnaire was employed to ascertain students' views on proctored online exams. The content analysis method was used to analyze the data from the questionnaire. Themes determined from the analysis are grouped under six categories: Flexibility and Accessibility, Affective Factors, Support Services, Exam Conditions, Exam Access Issues, and Personal Factors. These categories comprehensively review various aspects of students' online exam experiences, providing in-depth insights into the opportunities and challenges encountered. Additionally, the study includes important information regarding students' emotional states during online exams and the support services they receive. The study revealed positive student perceptions, equating the reliability of online exams with face-to-face exams. Results suggest that with the right infrastructure, software, and team, proctored online exams can provide an environment as reliable as traditional settings.

Anahtar Kelimeler

Distance education, artificial intelligence-based online proctored exam, student experiences, online exam

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Programları ve Öğretim (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Emine Aruğaslan ^*
0000-0002-8153-9117
Türkiye

Yayımlanma Tarihi

30 Eylül 2025

Gönderilme Tarihi

4 Eylül 2024

Kabul Tarihi

23 Eylül 2025

Yayımlandığı Sayı

Yıl 2025 Sayı: 65

DOI

https://doi.org/10.53444/deubefd.1543471

IZ

https://izlik.org/JA64RK43EL

APA

Aruğaslan, E. (2025). Artificial Intelligence-Based Proctored Online Exams: A Study on the Experiences of Distance Education Students. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 65, 2728-2748. https://doi.org/10.53444/deubefd.1543471

AMA

1.Aruğaslan E. Artificial Intelligence-Based Proctored Online Exams: A Study on the Experiences of Distance Education Students. DEU BEF Dergi. 2025;(65):2728-2748. doi:10.53444/deubefd.1543471

Chicago

Aruğaslan, Emine. 2025. “Artificial Intelligence-Based Proctored Online Exams: A Study on the Experiences of Distance Education Students”. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, sy 65: 2728-48. https://doi.org/10.53444/deubefd.1543471.

EndNote

Aruğaslan E (01 Eylül 2025) Artificial Intelligence-Based Proctored Online Exams: A Study on the Experiences of Distance Education Students. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi 65 2728–2748.

IEEE

[1]E. Aruğaslan, “Artificial Intelligence-Based Proctored Online Exams: A Study on the Experiences of Distance Education Students”, DEU BEF Dergi, sy 65, ss. 2728–2748, Eyl. 2025, doi: 10.53444/deubefd.1543471.

ISNAD

Aruğaslan, Emine. “Artificial Intelligence-Based Proctored Online Exams: A Study on the Experiences of Distance Education Students”. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi. 65 (01 Eylül 2025): 2728-2748. https://doi.org/10.53444/deubefd.1543471.

JAMA

1.Aruğaslan E. Artificial Intelligence-Based Proctored Online Exams: A Study on the Experiences of Distance Education Students. DEU BEF Dergi. 2025;:2728–2748.

MLA

Aruğaslan, Emine. “Artificial Intelligence-Based Proctored Online Exams: A Study on the Experiences of Distance Education Students”. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, sy 65, Eylül 2025, ss. 2728-4, doi:10.53444/deubefd.1543471.

Vancouver

1.Emine Aruğaslan. Artificial Intelligence-Based Proctored Online Exams: A Study on the Experiences of Distance Education Students. DEU BEF Dergi. 01 Eylül 2025;(65):2728-4. doi:10.53444/deubefd.1543471

Öz

Öz

Yapay Zekâ Temelli Gözetimli Çevrimiçi Sınavlar: Uzaktan Eğitim Öğrencilerinin Deneyimlerine Yönelik Bir Çalışma

Öz

Anahtar Kelimeler

Artificial Intelligence-Based Proctored Online Exams: A Study on the Experiences of Distance Education Students

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster