Online exam proctoring technologies: Educational innovation or deterioration?

Abstract During the coronavirus disease‐2019 (Covid‐19) pandemic, many universities have adopted online exam proctoring technologies to monitor and control an increasing number of student cheating incidents. Although it looks like a natural effective solution for fair assessment learning performance, authors argue that are rooted in problematic assumptions about educational fairness authoritarian pedagogical approaches. The conducted qualitative case study large‐sized, top‐tier university South Korea investigate negative impacts adopting on subjectivities, relationships outcomes, which not been fully discussed previous studies. By utilising Foucault's theorisation disciplinary governmentality, effectively demonstrate binary subjectification students as cheaters cheated has degraded value engagement education whilst creating more competitive distrusting amongst between teachers. Nevertheless, without challenging unethical consequences or fundamentally unfair social systems, willingly accept adopt them docile bodies, led deterioration rather than innovation. Practitioner notes What is already known this topic There available with advanced technical features. exam‐related policies regulations stop behaviours. Previous studies both advantages disadvantages technologies, including specific ethical concerns. paper adds Online deeply approaches such teacher‐centred knowledge transmission. adoption produced outcomes. Focusing individual interpersonal problem neglects fundamental issue inequality. Implications practice and/or policy damages created by exams need be carefully reflected. notion academic needs approached broader perspective, considering different circumstances each in. It essential critically engage conversation develop critical thinkers future leaders their chosen fields.