ABSTRACT
BackgroundDuring the COVID‐19 period, academics and higher education institutions have shown deep concern about academic integrity related to measurement and evaluation issues that have arisen in online education.ObjectivesTo address this concern, this paper examined the prevalence of cheating behaviour among university students before and during the pandemic by comparing self‐reported cheating behaviours of students and academics' perceived levels of cheating behaviours of their students.MethodsA correlational design was employed aligned with study objectives.Results and ConclusionsThe results indicate that although both groups reported a significant increase in cheating incidents in online education, instructors' perceived frequency of student cheating is remarkably greater than students' self‐report cheating incidents. Contrary to the perceptions of instructors and stakeholders in education, students did not report a very drastic cheating increase in online education during the pandemic. The strongest predictive power for online cheating behaviours was the cheating behaviours in face‐to‐face education. Whereas the sensitivity of institutions and course instructors toward cheating behaviour was negatively associated with cheating behaviours in face‐to‐face education, this situational factor did not show a significant effect in distance education. Regarding individual factors, we found a significant relationship between cheating behaviours and gender, discipline, whereas no significant relationship was found in terms of student GPA. Consequently, in order to minimize the threats to the validity of scores associated with cheating, faculty should be supported through faculty development programs and resources so that they can develop authentic assessment strategies for measuring higher‐order thinking skills.Alternate :Lay DescriptionWhat is already known about this topicThe COVID‐19 period created an abrupt shift in learning conditions and measurement processes.Educational administrators and teachers have also shown deep concern about academic integrity related to measurement and evaluation issues that have arisen in distance education during the pandemic period.Previous studies investigating the factors affecting students' academic dishonesty in traditional cheating behaviours have primarily focused on individual and situational factors.What this paper addsThe online education process caused an increase in cheating behaviour scores.There is a substantial range between students and instructors' responses about online cheating during the pandemic.Cheating behaviour in face‐to‐face education significantly explains cheating behaviour in online education. Cheaters in face‐to‐face education are also cheaters in online education.The sensitivity shown by university and course instructors toward cheating yielded a mixed result in online and face‐to‐face education.In online and face‐to‐face education settings, cheating behaviour scores of female students are lower than male students.Students with lower GPA scores generally have higher cheating behaviours.Implications for practice and/or policyIndividual and contextual factors are major determinants of cheating behaviours.In order to minimize the threats on validity of scores associated with cheating, faculty should be supported through faculty development programs and resources so that they can develop authentic assessment strategies for measuring higher‐order thinking skills.This study fills an important gap in the available literature on cheating before and during COVID‐19.The study has a potential to guide higher education institutions for planning and initiating strategies to address cheating in short and long term.
ABSTRACT
Background Objectives Methods Results and Conclusions During the COVID‐19 period, academics and higher education institutions have shown deep concern about academic integrity related to measurement and evaluation issues that have arisen in online education.To address this concern, this paper examined the prevalence of cheating behaviour among university students before and during the pandemic by comparing self‐reported cheating behaviours of students and academics' perceived levels of cheating behaviours of their students.A correlational design was employed aligned with study objectives.The results indicate that although both groups reported a significant increase in cheating incidents in online education, instructors' perceived frequency of student cheating is remarkably greater than students' self‐report cheating incidents. Contrary to the perceptions of instructors and stakeholders in education, students did not report a very drastic cheating increase in online education during the pandemic. The strongest predictive power for online cheating behaviours was the cheating behaviours in face‐to‐face education. Whereas the sensitivity of institutions and course instructors toward cheating behaviour was negatively associated with cheating behaviours in face‐to‐face education, this situational factor did not show a significant effect in distance education. Regarding individual factors, we found a significant relationship between cheating behaviours and gender, discipline, whereas no significant relationship was found in terms of student GPA. Consequently, in order to minimize the threats to the validity of scores associated with cheating, faculty should be supported through faculty development programs and resources so that they can develop authentic assessment strategies for measuring higher‐order thinking skills. [ FROM AUTHOR] Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
Bu çalişmada, pandeminin ilk döneminde OSB'li bireyler üzerindeki etkisini derinlemesine anlamak üzere nitel bir inceleme gerçekleştirilmiştir. Çalişmadaki bulgular iki grup katilimcidan elde edilmiştir. Ílki, Türkiye'deki alti ilden OSB'li çocuklarin annebaba veya bakicilarindan oluşan 92 katilimciyi içermektedir. Bu gruptaki katilimcilar çocuklarinin 28 farkli davraniş türünde 159 olumsuz davraniş deǧişikliǧi gösterdiklerini bildirmişlerdir. Bazilari ilk gruptan olmak üzere, ikinci grupta yer alan 32 veliye daha derinlemesine görüşme sorulariyla bu süreçteki baş etme stratejileri, çevrimiçi eǧitim kullanimlari, kurum ve kuruluşlardan beklentileri incelenmiştir. Çoǧu aile bu süreçte çocuklarinin kaygi, stres, saldirganlik, takintili ve tekrarlayici davranişlar ile kendine ve başkalarina zarar verme davranişlarinda olumsuz gelişme gösterdiklerini bildirirken, önemli sayida katilimci çocuklarinin konuşma, sosyal iletişim, akademik beceri ve göz temasinda olumlu yönde gelşme olduǧunu beyan etmiştir. Katilimcilar ayrica çocuklara yönelik çevrimiçi özel eǧitimin yaş ve otizmden etkilenme düzeyine baǧli olarak bazi gruplarda işlevsiz ve verimsiz olduǧunu belirtmişlerdir.Alternate :For a more in-depth understanding, we have conducted a qualitative study to understand the extent of the impact of the early stage of the pandemic on children with ASD. The findings in this study were obtained from two groups of participants. The first one included 92 parents or caregivers of children with ASD from six cities in Turkey. The participants in this group reported 159 negative behavior changes in 28 different behavior types. We also selected 32 parents, some of them from the first group, to investigate their coping strategies, use of online education, and expectations from institutions and organizations. Whereas most families report increased anxiety and stress, aggressive, obsessive and repetitive behavior, violence towards self and others, a significant number of families declared improvement in speech, social communication, academic skills, and eye contact. The participants also stated that online special education is dysfunctional and inefficient for some groups, depending on age and the severity of ASD.