Academic Integrity in Online Assessment: A Research Review

Holden, Olivia L.; Norris, Meghan E.; Kuhlmeier, Valerie A.

doi:10.3389/feduc.2021.639814

Cited by 146 publications

(103 citation statements)

References 52 publications

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“…From the didactic point of view, it is more valuable if the feedback provides not only a correct answer but also an explanation and, if the answer is not correct, also a source where the learner can study the topic again. If online tests are used for assessment, the value of the test result is higher, if teachers are sure that learners worked independently, without any dishonest behaviour (Holden et al, 2021 ; Noorbehbahani et al, 2022 ). As it has been detected worldwide, there exist numerous didactic recommendations how to minimize the opportunities of such behaviour (Nguyen et al, 2020 ; Dendir & Maxwell, 2020 ).…”

Section: Discussion Of Resultsmentioning

confidence: 99%

Re-thinking the online distance instruction based on students’ feedback

et al. 2022

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During the covid-19 pandemic, schools at all levels were often closed and online distance instruction (ODI) was applied. The main objective of this research was to discover the main didactic features of online distance instruction; and based on the collected data to define didactic recommendations towards improving the quality of the process. Five hypotheses were set that evaluated students’ opinions in the areas of teachers’ support for learners within ODI, types of sources exploited within ODI, means used for practising and fixing new knowledge within ODI, assessment of learners’ performance within ODI, and students’ feedback on ODI. In total, 272 respondents from upper secondary and higher education institutions participated in the research. Each respondent described the process of online distance instruction in two courses they selected of 64: (1) in a course that they appreciated, liked, enjoyed, and considered efficient from the point of view of their learning; (2) in a course that caused them discomfort in learning, as it was conducted in a way that did not suit them, and their learning did not bring the expected learning outcomes. Data were collected via a questionnaire; Chí-square test, adjusted residuals, and t test for comparison of means were calculated. Before the research started, teachers were trained in online distance instruction. Therefore, we expected that they will be competent in designing online distance courses and the courses will follow didactic principles. The results discovered significant differences in the frequency of occurrence of observed features in courses that received positive feedback compared to those having negative evaluation. However, some exceptions were detected.

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Section: Discussion Of Resultsmentioning

confidence: 99%

Re-thinking the online distance instruction based on students’ feedback

et al. 2022

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“…Students' ethical and moral integrity and values which could make them prone to cheating during online exams were not examined by this questionnaire. However, a research review of academic integrity in online assessment by Holden et al (2021) showed that both, students and faculty perceive online testing to offer more cheating opportunities than in traditional, liveproctored classroom environment.…”

Section: Discussionmentioning

confidence: 99%

Medical Students’ Perception of Organization and Informatization of Teaching During the COVID-19 Pandemic

Nola¹,

Dvorski²,

Majer³

2022

Ann. disaster risk sci. (Online)

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Background and aim: Outbreak of the COVID-19 pandemic has had big impact on higher education system. To prevent spreading of the disease, distance learning was organised. The aim of this research was to assess medical students’ perception of quality of educational process during the COVID-19 pandemic. Respondents and methods: Online research was conducted during May 2021 on 142 students of fourth, fifth and sixth year of School of Medicine University of Zagreb. This research was conducted using Questionnaire for Assessing Quality of Distance Learning in Biomedicine Studies. It consists of 28 items which are rated using 7-point Likert scale and are distributed in six subscales. All statistical analyses were conducted using IBM® SPSS® Statistics for Windows (Version 25.0). Results: Statistically significant difference was found in Perception of Teachers’ Work between fourth and sixth year (p = 0.012), as well as Perception of Educational Environment and Personal Academic Achievements between fourth and fifth, and fourth and sixth year of study (p < 0.001). The lowest mean for all subscales was found in fourth year, except subscales Perception of Personal Academic Activity (3.51 ± 1.32) and Perception of Equipment Quality (6.22 ± 1.04). The highest mean was found in sixth year for subscales Perception of Distance Learning Organization (3.47 ± 1.04), Perception of Cooperation (4.39 ± 1.04) and Perception of Teachers’ Work (4.73 ± 0.96). For subscales Perception of Educational Environment and Personal Academic Achievements and Perception of Equipment Quality, the highest mean was found in the fifth year (5.42 ± 1.14 and 6.28 ± 1.01, respectively). Majority of students were satisfied with equipment quality and Internet connection they used, however most of them (N = 68, 47.9 %) thought that teachers were not qualified enough to use tools for online teaching. Conclusion: The highest quality of educational process was perceived by sixth-year (64.9 % of the total score), and the lowest by fourth-year medical students (58.7 % of the total score). Teachers should continue with their education in order to maximize the use of digital technology in achieving educational outcomes, especially in biomedical area.

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“…Our robot is designed and trained to flag more suspicious behavior than ones based on face detection alone. Cheating detection using AI is possible and, while not standardized, has been shown to help [25,26].…”

Section: Analysis and Discussionmentioning

confidence: 99%

Towards Contactless Learning Activities during Pandemics Using Autonomous Service Robots

et al. 2021

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The COVID-19 pandemic has had a significant impact worldwide, impacting schools, undergraduate, and graduate university education. More than half a million lives have been lost due to COVID-19. Moving towards contactless learning activities has become a research area due to the rapid advancement of technology, particularly in artificial intelligence and robotics. This paper proposes an autonomous service robot for handling multiple teaching assistant duties in the educational field to move towards contactless learning activities during pandemics. We use SLAM to map and navigate the environment to proctor an exam. We also propose a human–robot voice interaction and an academic content personalization algorithm. Our results show that our robot can navigate the environment to proctor students avoiding any static or dynamic obstacles. Our cheating detection system obtained a testing accuracy of 86.85%. Our image-based exam paper scanning system can scan, extract, and process exams with high accuracy.

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Academic Integrity in Online Assessment: A Research Review

Cited by 146 publications

References 52 publications

Re-thinking the online distance instruction based on students’ feedback

Re-thinking the online distance instruction based on students’ feedback

Medical Students’ Perception of Organization and Informatization of Teaching During the COVID-19 Pandemic

Towards Contactless Learning Activities during Pandemics Using Autonomous Service Robots

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