Academic Dishonesty (Cheating) In Online Examination: A Literature Review

Tarigan, Raihan Natigor; Nadlifatin, Reny; Subriadi, Apol Pribadi

doi:10.1109/icomitee53461.2021.9650082

Cited by 8 publications

(5 citation statements)

References 31 publications

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“…At the same time, students expressed the need to receive more feedback from teachers, but in a timely and detailed manner [31,48]. Cheating seems to be another problem encountered in the online assessments [49,50], reducing thus the significance of such examinations.…”

Section: Online Assessments During the Pandemicmentioning

confidence: 99%

Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective

et al. 2022

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The COVID-19 pandemic has left a mark on education as it had been known before. Beyond his, attention needs to be paid to the transition back to face-to-face learning and its implications. Within this context of change, the present research focuses on identifying the students’ preferred aspects of online education during the pandemic, namely learning, teaching, assessment, and interaction with peers and teachers, in order to improve face-to-face education by contextually adapting it to their needs. A survey was used on a representative sample of students from Politehnica University of Timisoara, Romania, who were required to indicate their preferred form of education and the most beneficial one for their professional development. The results indicate the targeted students’ several preferences, such as teachers’ support with electronic educational resources, the use of online educational platforms to access resources and take tests, the easier and individualized communication with teachers, as well as peer connectivity in common projects. These findings identify practical suggestions that lead to a balance between face-to-face and digital education, probably under the form of blended learning, which could be considered by the main stakeholders in order to have a future sustainable education.

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Section: Online Assessments During the Pandemicmentioning

confidence: 99%

Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective

et al. 2022

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“…For example, in a study conducted by Saleh and Meccawy (2022), it was stated that cheating and plagiarism was a major problem for educators in higher education as it was considered all too easy to cheat in online environments. These studies also demonstrated that students found it easy to cheat during online exams; therefore, they were not motivated to attend, participate, or learn in their online lessons (Baniamer & Muhamed, 2022), and this resulted in increased instances of academic dishonesty (Mata, 2021;Surahman & Wang, 2022;Tarigan et al, 2021). In addition, the faculty members in the current study noted that the measurement and evaluation practices employed in online environments increased the inequality of opportunity.…”

Section: Discussionmentioning

confidence: 67%

Are Academics Satisfied with the Measurement and Evaluation Practices Applied During Emergency Remote Teaching due to COVID-19?

Özdemir¹,

Toraman²,

Korkmaz³

2022

EDUPIJ

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Background/purpose -The aim of this research is to examine the meanings through metaphors that academics derive from their experiences regarding the measurement and evaluation practices when emergency remote teaching was conducted due to the COVID-19 pandemic, to identify the problems they experienced with the measurement and evaluation practices, and to present their solution recommendations. Materials/methods -The study was structured as a qualitative research. The problems experienced by academics in measurement and evaluation practices, together with their solution suggestions were examined according to the "basic qualitative research" pattern. On the other hand, the "phenomenological qualitative research" design was used since the meanings attributed to the measurement and evaluation practice experiences were examined through metaphors. The participants of the study were 2,321 academics teaching at state and private universities in Turkey.Results -The findings reveal that most of the problems experienced were related to "cheating, test security, fair exam environment, plagiarism, inability to measure whether learning objectives had been achieved, inappropriate online measurement and evaluation methods, lack of quality in assessment practices, and technical issues regarding learning management systems." Conclusion -The solutions proposed by the participant academics were the use of alternative assessment methods, conducting face-to-face rather than online exams, asking different questions for each student by mixing up the questions in the exam, and using webcams for online exam invigilation. Metaphors attributed to the measurement and evaluation practices were grouped under three categories; as positive metaphors (e.g., lighthouse, life buoy), negative metaphors (e.g., hallucination, digging a well with a needle), and metaphors implying that such practices played a key role (e.g., water in desert, surgery) in emergency.

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“…Hence, cheating reduces the significance of the evaluation system in online learning. Different studies have already reported the problem of cheating in online learning (Bilen and Matros, 2021;Rodriguez et al, 2021;Tarigan et al, 2021;Tiong and Lee, 2021). Different solutions have been proposed to detect and overcome this e-cheating, such as using a deep learning approach to monitoring the internet protocol and student behavior (Tiong and Lee, 2021).…”

Section: Discussionmentioning

confidence: 99%

Students’ Perception and Performance Regarding Structured Query Language Through Online and Face-to-Face Learning

et al. 2022

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This study explores the Structured Query Language (SQL) learners’ perceptions in online and face-to-face learning regarding the role of the instructor, clarity in lesson delivery and understanding, and concerns about the shift in learning mode. In parallel, we evaluate the performance of online and face-to-face SQL learners in the final examination. The COVID-19 pandemic has forced educational institutes to shift their activities online. Thus, online learning has been accepted during the pandemic and gradually evolving. The literature on online and face-to-face learning has evaluated limited variables. Yet, in online and face-to-face learning, critical parameters concerning the SQL learners’ perceptions about the role of instructors have not been explored. The present study surveyed the final-year students learning medium-level SQL courses at Bar-Ilan University Israel and the College of Management Academic Studies Israel. Survey questionnaires included demographic information, online learning experience, online learning sources, and ten questions about the learners’ concerns of shifting, effectiveness, adequate instructions, the lecturer’s clarity during instruction, clear understanding of the lesson, instructor’s tools, instructor’s availability, satisfactory response, learning independence, and spending extra time in online and face-to-face learning, separately. This study included 102 online learners and 95 face-to-face learners. All the online learners used Zoom and WhatsApp, and the face-to-face learners used Gmail and WhatsApp. Both online and face-to-face learners were significantly satisfied with the lecturer’s performance, especially with the clarity in lecture delivery, instructor availability, and satisfactory response from the lecturer. In addition, online learners agreed upon the effective way of learning, clear understanding of the lesson, independence, and spending extra time. In contrast, face-to-face learners were more satisfied with the tools of the lecturer and dissatisfied with the dependence on the lecturer. Female students attending face-to-face learning were more concerned about the shift in the mode of learning. Further, online learners performed better in written examinations and face-to-face learners in oral examinations. Notwithstanding, advancements are still required to redesign the online learning environment for critical thinking in higher education.

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Academic Dishonesty (Cheating) In Online Examination: A Literature Review

Cited by 8 publications

References 31 publications

Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective

Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective

Are Academics Satisfied with the Measurement and Evaluation Practices Applied During Emergency Remote Teaching due to COVID-19?

Students’ Perception and Performance Regarding Structured Query Language Through Online and Face-to-Face Learning

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