Exam cheating and academic integrity breaches during the COVID-19 pandemic: An analysis of internet search activity in Spain

Comas‐Forgas, Rubén; Lancaster, Thomas; Calvo-Sastre, Aina; Negre, Jaume Sureda

doi:10.1016/j.heliyon.2021.e08233

Cited by 67 publications

(49 citation statements)

References 47 publications

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“…Our opinion is that student assessment also needs to be conducted on-campus rather than online whenever possible. A few studies dealing with medical or non-medical education have shown that, with online examinations, the prevalence of cheating may increase among students [ 54 , 55 ]. Various institutions, therefore, asked their students to sign academic integrity documents before exams and used certain proctoring programs; however, potential cheating attempts may still be very hard to detect, whereas students often report such programs increase their stress levels [ 6 , 55 , 56 ].…”

Section: Discussionmentioning

confidence: 99%

Virtual Pathology Education in Medical Schools Worldwide during the COVID-19 Pandemic: Advantages, Challenges Faced, and Perspectives

et al. 2022

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The COVID-19 pandemic shifted pathology education in medical schools worldwide towards online delivery. To achieve this goal, various innovative platforms were used by pathology educators and medical students, facilitating both synchronous and asynchronous learning. The aim of this study was to review the published evidence regarding remote pathology teaching at the medical school level during this period, present our own experience, and provide some perspectives regarding the best mode of pathology teaching post-pandemic. Among its advantages, virtual pathology education was considered among students and educators as convenient, flexible, and engaging, while learning outcomes were met and students’ academic performance was in general satisfactory. However, several challenges were faced. For instance, suboptimal internet connection compromised the flow of classes and was even associated with a lower academic performance. The lack of hands-on laboratory activities, such as operating the light microscope and tissue grossing, and the reduced student interactions among themselves and their instructors, were also pointed out as significant drawbacks of remote pathology education. Whereas online education has multiple advantages, experiencing the physical university environment, in-person interactions and teamwork, exposure to the “hidden curriculum”, and hands-on activities are vital for medical school education and future student development. In conclusion, the implementation of a blended approach in pathology education—where online and face-to-face sessions are jointly used to promote students’ engagement, interaction with their instructors and peers, and learning—could be the most optimal approach to pathology teaching in medical schools post-pandemic.

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Section: Discussionmentioning

confidence: 99%

Virtual Pathology Education in Medical Schools Worldwide during the COVID-19 Pandemic: Advantages, Challenges Faced, and Perspectives

et al. 2022

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“…These longer time frames have the potential to create opportunities for screen image capturing that can easily be shared via email, Messenger, Whatsapp, etc. It is thus quite possible that due to the non-controlled assessment environment, possibilities for academic dishonesty can increase (see Comas-Forgas, Lancaster, Calvo-Sastre & Sureda-Negre, 2021;Janke, Rudert, Peterson, Fritz & Daumiller, 2021;Erguvan, 2021) and that is something that I have wrestled with, although I do not have evidence to substantiate this concern or claim.…”

Section: Concerns Related To Online Learning From a Personal Perspectivementioning

confidence: 99%

A Personal Reflection on Covid-19 Online Teaching, Learning, and Assessment With Suggestions for Research

Plessis

2022

JBSE

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COVID-19 had a severe impact on teaching and learning in schools and tertiary education institutions. Human Rights Watch (Impact of Covid-19 on Children’s Education in Africa, 2022) posits that due to the closure of many schools in African countries, a significant majority of learners were excluded from continuing their education as learning and teaching halted. The pandemic has also had its effect on the higher education sector within the South African context, however, data about non-attendance and drop-out seems not to be freely available as revealed by searching online. Nonetheless, it is reasonable to assume that there were drop-outs and non-attendance by students, however, not to the same extent as within schools as universities embarked on contingency plans to minimize dropouts. Nelson Mandela University in Gqeberha South Africa where the author of this editorial resides, implemented contingency plans within weeks of the COVID pandemic outbreak to offer students ICT devices on loan, e.g. by debiting it against their student accounts while Wi-Fi data access was secured through collaboration with internet providers. It appears that the university sector was able to be more proactive than schools, which can probably be attributed to the fact that the majority of universities have their own ICT infrastructures. In addition, many modules incorporated the use of ICT in various ways, including the use of learning management systems such as Moodle or similar. This resulted in many universities being better prepared to embrace the opportunity to extend online teaching, learning, and assessment in various forms during the COVID-19 pandemic.

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“…With the student's setup, students can take their tests even if the teachers are not virtually present; thus, possibilities of students to cheating are expected. The study by Comas [20] revealed that queries online on how to employ cheating became more popular online search activity during the pandemic. Students have attempted or engaged in academic dishonesty, and some have never been caught by the teachers [21].…”

Section: Academic Dishonestymentioning

confidence: 99%

Experiences of Physical Education Teachers on Students’ Assessment in Times of COVID-19 Pandemic

2022

AJESS

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During the COVID-19 pandemic, schools changed the teaching-learning modality from face-to-face to online. Teachers and students were not allowed to meet inside the physical classroom but in a virtual classroom. With this change, assessments should be conducted and collected online, although physical education courses require more performance tasks. Thus, this phenomenological study aimed to explore the experiences of the Physical Education (PE) Teachers on students’ assessment at Palawan State University amidst the pandemic. The study began in January to April 2022. Colaizzi’s method was employed to transcribe and analyze the data collected from the Seven participants. PE teachers were selected through purposive sampling, two were interviewed individually, and five teachers participated in a focus group discussion. The study found that teachers encountered difficulties focusing on utilizing technology, choosing appropriate assessments, grading and feedbacking, academic dishonesty, and students’ current situation. However, these challenges positively affected the teachers by taking action to address those through continuous learning, collaborating, and considering certain conditions. Therefore, this study recommends an intervention plan to help address the encounters of the PE teachers.

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Exam cheating and academic integrity breaches during the COVID-19 pandemic: An analysis of internet search activity in Spain

Cited by 67 publications

References 47 publications

Virtual Pathology Education in Medical Schools Worldwide during the COVID-19 Pandemic: Advantages, Challenges Faced, and Perspectives

Virtual Pathology Education in Medical Schools Worldwide during the COVID-19 Pandemic: Advantages, Challenges Faced, and Perspectives

A Personal Reflection on Covid-19 Online Teaching, Learning, and Assessment With Suggestions for Research

Experiences of Physical Education Teachers on Students’ Assessment in Times of COVID-19 Pandemic

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