Online cheating amid COVID-19

Bilen, Eren; Matros, Alexander

doi:10.1016/j.jebo.2020.12.004

Cited by 157 publications

(117 citation statements)

References 16 publications

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“…For instance, elevated concerns among instructors (Moralista & Oducado, 2020) as well as COVID-19 AS A THREAT TO ACADEMIC INTEGRITY 7 among students (Daniels et al, 2021) about cheating, indicative data such as a spike in internet searches for key terms during testing periods (Bilen & Matros, 2020), or an increase in performance compared to prior cohorts (also Bilen & Matros, 2020) can be interpreted as first evidence for a potential increase in the threat to academic integrity. To supplement this research, we aim to investigate academic dishonesty more directly by inquiring self-reports of students.…”

Section: Covid-19 and Online Exams: Ad-hoc Solutions As A Response To Rapid Changesmentioning

confidence: 99%

“…Especially the increased reliance on online exams has ignited debates on whether this method of performance assessment comes with higher risks for academic integrity than on-site exams, as students supposedly have more opportunities to cheat (Bilen & Matros, 2020;Gamage et al, 2020;Moralista & Oducado, 2020). While prior research on academic dishonesty is inconclusive regarding the question of whether online testing indeed increases dishonest behavior (Holden et al, 2020), the extensive and sudden shift from on-site to online testing in the higher education sector in the wake of the pandemic represents an unparalleled event.…”

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confidence: 99%

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Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?

Janke¹,

Rudert²,

Petersen³

et al. 2021

Preprint

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Worldwide, higher education institutions made quick and often unprepared shifts from on-site to online examination in 2020 due to the COVID-19 health crisis. This development sparked an ongoing debate on whether this development made it easier for students to cheat. We investigated whether students indeed cheated more often in online than in on-site exams and whether the use of online exams was also associated with higher rates of other behaviors deemed as academic dishonesty. To answer our research questions, we questioned 1,608 German students from a wide variety of higher education institutions about their behavior during the summer semester of 2020. The participating students reported that they cheated more frequently in online than in on-site exams. Effects on other measures of academic dishonesty were more negligible. These results speak for the notion that the swift application of ad-hoc online testing during 2020 has led to negative consequences for academic integrity.

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Section: Covid-19 and Online Exams: Ad-hoc Solutions As A Response To Rapid Changesmentioning

confidence: 99%

mentioning

confidence: 99%

Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?

Janke¹,

Rudert²,

Petersen³

et al. 2021

Preprint

View full text Add to dashboard Cite

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“…-Que les pratiques pédagogiques utilisées par les enseignants dans leurs classes peuvent avoir un impact sur la tricherie scolaire [12]. -Que la meilleure solution à mettre en oeuvre pour faire face à la triche est une politique d'examen en ligne uniforme où une caméra capturant l'écran d'ordinateur et la salle de chaque étudiant est une exigence [13].…”

Section: Fraude Aux Examens Dans La Littératureunclassified

Pratique de fraude aux examens scolaires et sa relation avec l’évolution des TIC et les modes d’évaluation

Cherradi¹,

Atmani²,

Boumilk³

2021

ITM Web Conf.

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La fraude aux examens scolaire a fait l’objet ces dernières années l’objet d’une forte médiatisation, en particulier à l’approche des examens. Par ailleurs, les enseignants se plaignent de plus en plus des apprenants et des étudiants qui utilisent leur téléphone pendant les épreuves. Avec l’arrivée de la technologie dans les classes et l’utilisation courante d’Internet dans les activités scolaires, les apprenants et les étudiants ont davantage d’opportunités de plagier des documents ou de frauder lors des épreuves sur table. L’intégration des nouvelles technologies de l’information et de la communication dans l’ensemble de corps scolaire nous a amené à poser la question du mode d’évaluation. À travers ce travail, nous avons procédé à une recherche exploratoire, à travers un questionnaire élaboré par le logiciel Sphinx. L’analyse des données par Sphinx et par le test de confiance khideux, nous a permis de déterminer un aperçu sur l’ampleur de ce phénomène dans le milieu scolaire. Nous avons constaté d’une part, que la plupart des étudiants trichent lors des examens et d’autre part les deux facteurs qui contribuer à la fraude sont: les méthodes d’évaluation adoptées et les moyens technologiques.

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“…A student adjusting to online learning and assessment may have concerns about understanding how to navigate and use online platforms and tools, and reaching out to the instructor for guidance or for help with technical problems could compound their normal titer of test anxiety. Meanwhile, many instructors are worried about increased plagiarism and cheating, which seem to have increased amid COVID‐19 lockdowns (e.g., Bilen & Matros, 2020). Avoiding plagiarism in writing assignments has been well studied (e.g., Belter & du Pré, 2009; Selwyn, 2008), and computer‐based exam proctoring tools can help to reduce cheating (Lee et al 2020; Nguyen et al 2020).…”

Section: Teaching Invertebrate Zoologymentioning

confidence: 99%

Innovation in teaching and learning invertebrate zoology in remote and online classrooms

Davis-Berg

Kocot

2021

Invertebrate Biology

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The COVID‐19 global pandemic caused instructors to pivot to remote and online teaching, an especially challenging task in hands‐on classes such as invertebrate biology. In this special 25th anniversary issue of Invertebrate Biology, the authors present a variety of clever and effective ways to help invertebrate biology instructors adapt to teaching in an online environment. Student‐centered research and learning are essential in all biology classes, and we explore scientific writing, field trips, do‐it‐yourself laboratories, and more. These techniques will be useful for classes of varying sizes and types, from non‐major undergraduates to graduate students, even after the pandemic is over. Innovation for teaching invertebrate biology online may help facilitate more inclusive courses that serve diverse students more equitably. Ideas for how to best move traditionally hands‐on laboratories into online or remote formats are currently also being informally discussed in a collaborative online space for instructors.

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Online cheating amid COVID-19

Cited by 157 publications

References 16 publications

Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?

Cheating in the wake of COVID-19: How dangerous is ad-hoc online testing for academic integrity?

Pratique de fraude aux examens scolaires et sa relation avec l’évolution des TIC et les modes d’évaluation

Innovation in teaching and learning invertebrate zoology in remote and online classrooms

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