ICT facilitated access to information and undergraduates' cheating behaviours

Trushell, John; Byrne, Kevin; Hassan, Nasima

doi:10.1016/j.compedu.2012.12.006

Cited by 16 publications

(9 citation statements)

References 22 publications

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“…Yet, and this is our third finding, the data collection tools, usually questionnaires, used in research focusing on cheating in exams are either absent from the research papers (Do Ba et al, 2017;Olafson, Schraw, Nadelson, Nadelson & Kehrwald 2013;Trushell, Byrne & Hassan, 2013), presented in part (Babaii & Nejadghanbar, 2017;Dawson, 2016;Denisova-Schmidt, Huber & Leontyeva, 2016) or, with a few exceptions (Côté, 2014;Foudjio Tchouata et al, 2014;Guibert & Michaut, 2009;Michaut, 2013), written in a language other than French. Moreover, when questionnaires are included, either totally or in part, little information is available about their development and their psychometric properties.…”

Section: The Issuementioning

confidence: 87%

A Study on the Propensity to cheat in University Exams: Development and Validation Process of the Questionnaire on Cheating in University Exams (QCUE)

Frénette

Fontaine

Hébert

et al. 2019

Mesure et évaluation en éducation

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This paper presents the seven-step approach to maximizing the evidence of validity that led to the development of the Questionnaire sur la tricherie aux examens à l’université (QTEU) [Questionnaire on Cheating in University Exams (QCUE)]. Composed of 28 items divided into 7 factors (propensity to cheat in exams, peer influence, cheating methods, institutional context, perception of control, performance goal, and commitment to one’s studies), the QCUE design was based on a comprehensive conceptual analysis of the scientific literature on cheating in exams, and on the work of Frenette, Hébert, Thibodeau, and Ndinga (2018) on how to develop a questionnaire maximizing the accumulation of validity evidence. With good psychometric properties, the QCUE meets a need for a French-language questionnaire on the propensity to cheat in exams and allows to measure the scope of cheating among university students.

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Section: The Issuementioning

confidence: 87%

A Study on the Propensity to cheat in University Exams: Development and Validation Process of the Questionnaire on Cheating in University Exams (QCUE)

Frénette

Fontaine

Hébert

et al. 2019

Mesure et évaluation en éducation

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“…Teaching and learning are also taking attention from teachers even though they feel the tension between using new technology and the resistance of not using it that might expose students to it incorrectly. It is worth noting that the inadequate understanding of technology causes resistance due to widespread fears and insecurity (McFarlane, 2010; Trushell et al, 2013). With that being said, for students who were not receiving proper guidance on using ChatGPT, cases of cheating and misconduct have arisen recently after launching ChatGPT (Muskat, 2023; Peritz, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…It is worth noting that the inadequate understanding of technology causes resistance due to widespread fears and insecurity (McFarlane, 2010;Trushell et al, 2013). With that being said, for students who…”

Section: Teaching and Learningmentioning

confidence: 99%

An investigation of teachers' perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era

ElSayary

2023

Computer Assisted Learning

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BackgroundThe widespread use of information and communication technology (ICT) has led to significant changes in societal aspects, resulting in the emergence of a “knowledge society.” However, students and teachers have faced challenges in adapting to this digitalization. In the United Arab Emirates (UAE), transitioning to a knowledge‐based economy is a primary national agenda goal, aligning with Sustainable Development Goal 4 (SDG4) of ensuring high‐quality education.ObjectivesThis research investigates teachers' perceptions of using ChatGPT as a digital supporting tool for teaching and learning practices. This includes lesson planning, teaching and learning activities, assessment and feedback and the challenges and benefits explored.MethodsThis study employs an explanatory sequential mixed‐methods design involving quantitative and qualitative data collection methods. An online survey was used with closed‐ended items to collect quantitative data, while semi‐structured interviews were conducted to collect qualitative data. The study participants are middle and high school teachers (n1 = 40) from different Dubai and Abu Dhabi private schools.Results and ConclusionsThe most noticeable result is that teachers feel the benefits of using ChatGPT in lesson planning, teaching and learning and less in assessment and feedback. Some challenges and benefits were highlighted in each area and recommendations were suggested. However, teachers' biggest challenge was the bias and accuracy of information received and the lack of human interaction.TakeawaysThe findings provide valuable insights into the potential of ChatGPT in education and inform future research in this area. Specifically, the study provided insights into the effectiveness of ChatGPT in enhancing students' learning outcomes, engagement and motivation, as well as its impact on teaching practices and paedagogical beliefs.

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“…It is particularly easy to cross the line between family support and cheating in homework and home assignments (Bouville, 2010;Walker & Townley, 2012). Because of rapid developments in information and communication technologies (ICT), new forms of cheating are emerging (e.g., Selwyn, 2008;Hamlen, 2012;Trushell, Byrne, & Hassan, 2013).…”

Section: Introductionmentioning

confidence: 99%

Opportunity Makes the Cheater: High School Students and Academic Dishonesty

Šorgo¹,

Vavdi²,

Cigler³

et al. 2015

CEPSj

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The purpose of this study was to reveal data about cheating behaviours in Slovenian upper secondary schools, to raise awareness and to lower tolerance for such behaviour. To acquire information about demographics, cheating behaviour, and opinions on such behaviour, we compiled a questionnaire that targeted a university population of first-year students(N=323). From the results, it was revealed that cheating is a way of life in Slovenian schools, and almost all students at least occasionally indulge in some academic misbehaviour. It seems that a culture tolerant or even supportive of such behaviour has been established among students, parents and teachers, all working together to “help” students climb the ladder of success. The open question is whether all kinds of cheating are even recognized as such. Cheating is most common in homework, but at the other end, even systems such as external exams are not immune to fraud. At the moment, classic methods of cheating dominate. Differences between characters (e.g. gender) and educational institutions in most cases are non-existent or small, a finding that could aid in establishing measures to prevent cheating inside schools as institutions.

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ICT facilitated access to information and undergraduates' cheating behaviours

Cited by 16 publications

References 22 publications

A Study on the Propensity to cheat in University Exams: Development and Validation Process of the Questionnaire on Cheating in University Exams (QCUE)

A Study on the Propensity to cheat in University Exams: Development and Validation Process of the Questionnaire on Cheating in University Exams (QCUE)

An investigation of teachers' perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era

Opportunity Makes the Cheater: High School Students and Academic Dishonesty

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