دورية أكاديمية
How Common Is Cheating in Online Exams and Did It Increase during the COVID-19 Pandemic? A Systematic Review
| العنوان: | How Common Is Cheating in Online Exams and Did It Increase during the COVID-19 Pandemic? A Systematic Review |
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| اللغة: | English |
| المؤلفون: | Philip M. Newton (ORCID |
| المصدر: | Journal of Academic Ethics. 2024 22(2):323-343. |
| الإتاحة: | BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Cheating, Tests, Electronic Learning, COVID-19, Pandemics, Literature Reviews, College Students, Higher Education, Student Attitudes, Computer Assisted Testing |
| DOI: | 10.1007/s10805-023-09485-5 |
| تدمد: | 1570-1727 1572-8544 |
| مستخلص: | Academic misconduct is a threat to the validity and reliability of online examinations, and media reports suggest that misconduct spiked dramatically in higher education during the emergency shift to online exams caused by the COVID-19 pandemic. This study reviewed survey research to determine how common it is for university students to admit cheating in online exams, and how and why they do it. We also assessed whether these self-reports of cheating increased during the COVID-19 pandemic, along with an evaluation of the quality of the research evidence which addressed these questions. 25 samples were identified from 19 Studies, including 4672 participants, going back to 2012. Online exam cheating was self-reported by a substantial minority (44.7%) of students in total. Pre-COVID this was 29.9%, but during COVID cheating jumped to 54.7%, although these samples were more heterogenous. Individual cheating was more common than group cheating, and the most common reason students reported for cheating was simply that there was an opportunity to do so. Remote proctoring appeared to reduce the occurrence of cheating, although data were limited. However there were a number of methodological features which reduce confidence in the accuracy of all these findings. Most samples were collected using designs which makes it likely that online exam cheating is under-reported, for example using convenience sampling, a modest sample size and insufficient information to calculate response rate. No studies considered whether samples were representative of their population. Future approaches to online exams should consider how the basic validity of examinations can be maintained, considering the substantial numbers of students who appear to be willing to admit engaging in misconduct. Future research on academic misconduct would benefit from using large representative samples, guaranteeing participants anonymity. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1422990 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1570-1727 1572-8544 |
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| DOI: | 10.1007/s10805-023-09485-5 |