Unmonitored students self-created WhatsApp groups in distance learning environments: A collaborative learning tool or cheating technique

Alghamdi, Emad A.; Rajab, Hussam; Shah, Sayyed Rashid

doi:10.5861/ijrset.2016.1604

Cited by 7 publications

(11 citation statements)

References 21 publications

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“…Regarding the difficulties that many students encounter, three main barriers are the most significant: 1) lack of strategies', 2) few opportunities for practicing and interaction with others, and 3) time management (Hurd, 2000) with the most marked disadvantage of cheating to gain correct information (Alghamdi, Rajab, & Rashid, 2016).…”

Section: Background Of the Studymentioning

confidence: 99%

EFL Female Students’ Perceptions towards Cheating in Distance Learning Programmes

Saleh¹,

Meccawy²

2020

ELT

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Distance education is becoming more demanding at universities all around the world in general and in the Kingdom of Saudi Arabia (KSA) in particular, than ever before. This study aimed at highlighting the students’ perceptions of cheating on distance learning at King Abdulaziz University (KAU). The study will further explore the ways they use to cheat, causes for cheating, and some solutions to minimize cheating. This study was conducted at the end of the second semester in 2019. Data was collected from 57 female distance learning students who graduated from the English Language Department (ELD) at KAU. A mixed-methods research design was adopted in this study via a custom designed, fifteen closed ended and one, open ended item questionnaire. The quantitative section was analysed by frequency and percentages and the open-ended questions were analysed thematically. The results indicated that the majority of female students cheated by helping each other, obtain the correct answers from another student or send the correct responses to all their classmates. Another way which some students admitted they used was using electronic websites to copy and paste the answers in the test’s screen. The study further concluded that reasons for cheating in distance learning programs were due to technical problems, frequent absence of virtual classes, and wanting grades, not necessarily knowledge. Recommendations for the possible solutions to eliminate cheating, the participants recommended increasing the students’ awareness of cheating policy and finding solutions to technological issues.

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Section: Background Of the Studymentioning

confidence: 99%

EFL Female Students’ Perceptions towards Cheating in Distance Learning Programmes

Saleh¹,

Meccawy²

2020

ELT

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“…These challenges did not surface only during the Covid-19 pandemic with its mandatory lockdowns and full online teaching and learning protocols, but rather, were noted even before the pandemic. There have been various research studies on online formative and summative assessment best practices as well as on the academic integrity of students' work (e.g., writing skills) where the focus was on strategies to eliminate plagiarism and cheating (Alghamdi et al, 2016;Olt, 2002;Sileo & Sileo, 2008). However, the scale and impact of the sudden shift towards full online learning raised concerns within the ELT field as most teachers had not been prepared professionally for full-time online teaching.…”

Section: Reason For the Studymentioning

confidence: 99%

Exploring Online Writing Assessment Amid Covid-19: Challenges and Opportunities from Teachers’ Perspectives

Al-Bargi¹

2022

AWEJ

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Remote online second language (L2) writing instruction, in general, and remote online L2 writing assessment, in particular, require a holistic structural approach that results in improving students’ L2 writing, as well as offering an authentic and fair assessment of students’ L2 writing performance. The study described in this paper employed a convergent parallel mixed methods approach where the Covid-19 pandemic, as well as the purpose of the research, necessitated the adoption of this research design since it can provide the basis for answering the question: What impact did full mode online teaching have on L2 education. In the survey part of the research, 241 English as a Foreign Language (EFL) teachers working in Saudi Arabia participated in a custom-designed 30-item questionnaire utilizing a five-point Likert scale. In the qualitative part of the study, nine EFL teachers (four males and five females) participated in a semi-structured interview which lasted from thirty-five to fifty minutes. A detailed analysis of both the quantitative and qualitative primary data indicated that EFL teachers are aware of the importance of rubrics and standardized assessment procedures in awarding fair grades to students. Teachers also highlighted several important advantages of teaching online L2 writing remotely. However, the vast majority of teachers questioned the accuracy of online writing assessment, indicating the need for a more developed model for the post Covid-19 era. Recommendations included the adoption of unanimously suggested practices (by participating teachers) in teaching remote online L2 writing as well as mandating the presence of the students onsite during the sitting of the writing exams, thus providing the assurance of authenticity of students’ performance in the writing exams as well as the possibility to monitor all the students while they sit the exams.

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“…Research on the use of technology in cheating behavior in online learning is actually not a new thing. This has been previously investigated by Alghamdi et al, (2016) who said that online groups such as whatsapp were used in academic dishonesty techniques.…”

Section: Disucussionmentioning

confidence: 99%

“There are Always Ways to Cheat” Academic Dishonesty Strategies During Online Learning

Herdian

Mildaeni

Wahidah

2021

Journal of Learning Theory and Methodology

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Since the implementation of online learning in various countries in the world, all educational institutions have made new learning adjustments. Universities are educational institutions that have also changed the online learning system. but online learning has an impact on academic ethical behavior. Purpose. the aims of this study is to determine the behavior of academic dishonesty when online learning is applied, besides that it also examines the strategies of nursing students majoring in academic dishonesty. Materials and methods. 150 college students participated in filling out an online academic dishonesty questionnaire and we randomly selected 5 nursing students to participate in a focus group discussion to discuss their dishonest behavior during online learning. Results. Our research shows that academic dishonesty behavior in the form of collaboration is common in online learning. In the process, student learning has strategies for committing academic fraud in various ways, including by downloading a friend’s answer file in the online system by logging in using a standard username and password that is not changed by students. In addition, the student chose to behave dishonestly by imitating his friend’s work by simply changing the name rather than trying to answer the question. and take advantage of the whatsapp group application to collaborate in cheating. Conclusions. Collaboration in academic dishonesty predominates: one way is by collaborating in online groups to cooperate with each other illegally. We describe several other forms in detail and discuss them.

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Unmonitored students self-created WhatsApp groups in distance learning environments: A collaborative learning tool or cheating technique

Cited by 7 publications

References 21 publications

EFL Female Students’ Perceptions towards Cheating in Distance Learning Programmes

EFL Female Students’ Perceptions towards Cheating in Distance Learning Programmes

Exploring Online Writing Assessment Amid Covid-19: Challenges and Opportunities from Teachers’ Perspectives

“There are Always Ways to Cheat” Academic Dishonesty Strategies During Online Learning

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