DIGITAL SURVEILLANCE VERSUS DIGITAL TRUST: WHAT ENHANCES STUDENT INTEGRITY MORE IN ONLINE EXAMS?

Abstract

With the rising demand for online assessment with remote proctoring, Universitas Terbuka faces new challenges in maintaining academic integrity. This study investigates students' perspectives on academic integrity approaches, focusing on which approach—digital surveillance or academic trust—better supports honest student behavior in proctored online exams. A descriptive quantitative method was employed, and data were gathered from 82 students who participated in proctored online examinations. The results show that students have stronger agreement with digital surveillance as effective deterrents against dishonesty (M = 4.27, SD = 0.85) than with trust-based approaches (M = 3.45, SD = 1.12), yet surveillance was also found to elicit significant discomfort, privacy concerns, and heightened anxiety (M = 2.17, SD = 0.94). Statistical analysis revealed significant differences between approaches (t(81) = 6.42, p < 0.001, Cohen's d = 0.89). Respondents additionally offered remarks indicating a demand for more innovative and less invasive assessment methods, with 78.0% preferring hybrid approaches. These findings suggest that the integration of technical enforcement with a culture of trust may yield a more ethical and sustainable approach to maintaining academic integrity in distance learning.