Online Cheating Amid COVID-19

Bilen, Eren; Matros, Alexander

doi:10.2139/ssrn.3691363

Cited by 13 publications

(8 citation statements)

References 17 publications

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“…Adopting a summative assessment by using verbatim test bank questions (Golden & Kohlbeck, 2020), presenting exam questions in a similar order for all participants (Li et al, 2021), absence of an exam honor code (Corrigan-Gibbs et al, 2015), and unproctored exams (Dendir & Maxwell, 2020) can lead students to cheat in online exams. Further, the study of Bilen and Matros (2020) shows that grading on a curve in online exams increases cheating incidents because it creates a sense of competition among students, and they may feel they have to cheat to do better than the class average to pass the class. Another significant academic integrity problem is the students' attitudes towards cheating in online exams.…”

Section: Introductionmentioning

confidence: 99%

Violations of and threats to academic integrity in online English language teaching

Çelik

Lancaster

2021

The Literacy Trek

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The move to online teaching has brought with it fresh opportunities for students to violate academic integrity. This paper considers such violations from within the domain of online English language teaching, although many of the ideas presented are applicable to other disciplines. The paper reports on a two-part study conducted at a university in Turkey. In the first part, qualitative data collected from students and staff through an online survey form were used to identify a new way of categorizing academic integrity violations. This provided three such categories, namely; exam-related, assignment-related, and online session-related violations. In the second part of the study, 462 students completed a survey related to their attitudes towards both academic integrity violations and the associated threats that may lead to these violations. Although the results revealed students generally presenting a commitment to the fundamental values of academic integrity, many students showed willingness to engage with machine translation software to prepare answers at times when they were expected to be working unaided. The findings underline a need for further consideration about how students are taught and assessed with integrity in an online environment. They also suggest that nuanced discussions about academic integrity need to take place between students and English language teachers.

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Section: Introductionmentioning

confidence: 99%

Violations of and threats to academic integrity in online English language teaching

Çelik

Lancaster

2021

The Literacy Trek

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“…The use of technologies in cases of academically dishonest action has become especially topical during the remote teaching/learning process (Lederman, 2020;Newton, 2020). It is increasingly difficult for teachers to establish cases of academically dishonest action, which results in the received assessment not being objective (Bilen & Matros, 2020).…”

Section: Resultsmentioning

confidence: 99%

The Understanding of Academic Integrity in Primary Schools

Kaļķe¹,

Balandīna²,

Kovaļevska³

2022

Human, Technologies and Quality of Education, 2022

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Integrity has always been projected as a positive value. Academic integrity is one of the key aspects of the teaching/learning process, which is connected to the principles of ethics in addition to being genuine, honest and reliable. This is the basis for sustainable knowledge as well as a prerequisite for success. The study has been developed with the aim of assessing the understanding of learners and teachers in relation to academic integrity and exploring types of academic dishonesty and the factors affecting it during the primary education stage in Latvia. The study has explored concepts of academic integrity, dishonesty in theoretical literature and binding normative documents in Latvia, as well as the factors influencing them, and the correlation with ages and character features, and forms of academic dishonesty have been discussed. The type of research design is a case study, so the results of the study are not generalizable. The empirical part is based on the survey; the participants were teachers working in the primary education stage (157) and 345 students of Grades 4–9. The results obtained show that students and teachers do not have a shared understanding about the concept of academic integrity and its importance because no common guidelines have been developed for promoting academic integrity. The data also reveal that one quarter of teachers and more than half of the surveyed students have never encountered the issue of academic integrity in their experience. The main types of academic dishonesty mentioned are verbal communication, looking at someone else’s work; the main reasons noted are the lack of knowledge and skills, not enough time spent for preparing for a test and desire to obtain a good mark.

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“…There may also be a bias in the search volume data produced by intermittent variables that could lead to changes in search trends, such as, news events or media attention. Although this situation may occur, there is little evidence to suggest that the topic has attracted special interest from the press, nor has it had a significant public impact, as is the case with other academically dishonest behaviours, such as buying and selling papers (Curtis and Clare, 2017), cheating in online exams (Bilen and Matros, 2021), the use of file sharing sites (Lancaster and Cotarlan, 2021) or plagiarism (Larkham and Manns, 2002).…”

Section: Discussionmentioning

confidence: 99%

Automatic paraphrasing tools: an unexpected consequence of addressing student plagiarism and the impact of COVID in distance education settings

et al. 2023

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Text matching tools employed to detect plagiarism are widely used in universities, but their availability may have pushed students to find ways to evade detection. One such method is the use of automatic paraphrasing software, where assignments can be rewritten with little effort required by students. This paper uses the search engine analytics methodology with data from SEMrush and Google Trends to estimate the level of interest in online automatic paraphrasing tools, focusing on the period 2016 to 2020 and the four countries: the USA, UK, Canada and Australia. The results show a concerning trend, with the number of searches for such tools growing during the period, especially during COVID-19, and notable increases observed during the months where assessment periods take place in universities. The method employed in this study opens up a new avenue of analysis to enrich and supplement the existing knowledge in the field of academic integrity research. The data obtained demonstrates that faculty should be alert for student use of automatic paraphrasing tools and that academic integrity interventions need to be in place across the sector to address this problem.

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Online Cheating Amid COVID-19

Cited by 13 publications

References 17 publications

Violations of and threats to academic integrity in online English language teaching

Violations of and threats to academic integrity in online English language teaching

The Understanding of Academic Integrity in Primary Schools

Automatic paraphrasing tools: an unexpected consequence of addressing student plagiarism and the impact of COVID in distance education settings

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