Remote Proctoring and Assessment Integrity in National Open University of Nigeria Programmes: Complexities and Implications for Reform
DOI:
https://doi.org/10.57125/FED.2026.03.08Keywords:
Assessment integrity, Digital infrastructure, Distance education, Learner flexibility, Remote proctoringAbstract
This study investigates the impact of remote proctoring on assessment integrity and student learning experiences in the Faculty of Computing at the National Open University of Nigeria (NOUN). Adopting a cross-sectional mixed-methods design, quantitative survey data and qualitative interview data were collected from 30 lecturers, 90 postgraduate (M.Sc.) students, and 5 academic administrators, purposively selected for their sustained engagement with technology-mediated, high-stakes e-assessments. Validated instruments were used, with reliability coefficients exceeding acceptable thresholds. Quantitative data were analysed using descriptive statistics, while qualitative data were subjected to thematic analysis. The findings indicate that remote proctoring is generally perceived as enhancing examination fairness and reducing opportunities for academic dishonesty, thereby positively influencing assessment credibility. However, moderate levels of student anxiety and concerns relating to privacy, technological reliability, pedagogical alignment, and institutional governance were identified as key implementation challenges. The results further suggest that the effectiveness of remote proctoring is strengthened when complemented by alternative assessment strategies, such as project-based tasks and portfolios, which promote learner flexibility without compromising integrity. The study underscores the need for improved digital infrastructure, clearer ethical and policy frameworks, targeted capacity-building for faculty, and the integration of diversified assessment approaches. These findings provide practical and policy-relevant insights for strengthening assessment integrity in open and distance learning institutions.
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