ABSTRACT
Academic fraud is a perennial problem, and the Covid-19 pandemic has exacerbated it with most universities moving to online learning. We conducted a survey with 259 students from three universities about their perceptions of academic fraud in online learning. This article examines whether individual factors drawing from the dark triad of personality and three situational factors: academic integrity culture, academic fraud ambiguity, and pressure, influence the intention to engage in academic fraud. Using partial least square-structural equation modeling, the results show that academic integrity culture, pressure, and the dark triad of personality significantly affect students' intention to engage in academic fraud. The implication of such findings is discussed. [ FROM AUTHOR] Copyright of Journal of Criminal Justice Education is the property of Routledge 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
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. © 2023 Tabriz University of Medical Sciences. All rights reserved.
ABSTRACT
The intensive development of information and communication technologies has introduced significant changes in teaching over recent decades and has shifted the focus of teaching methodology in higher education towards e-learning and e-teaching. The transition to online teaching was accelerated by the coronavirus crisis in 2020. During the various lockdowns, most teachers were forced to swiftly transfer their activities online and had to deal with the issue of the online evaluation of students' work to be able to successfully complete the academic year. One of the biggest challenges for teachers seems to have been the prevention of e-cheating. This appears to have resulted in much higher, unrealistic grades for some students, whereas those who do not e-cheat fall unfairly behind. The aim of this paper is to analyse the achievements of students at the Faculty of Humanities and Social Sciences in Osijek in the courses of Contemporary English Language 1, 2, 3 and 4 in the academic years 2018/2019, 2019/2020 and 2020/2021, by comparing the achievements of the same students in the classroom environment in the winter semester and in the online environment in the summer semester. The students' achievements will be additionally compared with the previous academic years in order to establish whether there is a significant difference in the students' achievement working on the same task forms in the off-line and online environment. The overall objective is to explore the possibilities and problems of applying different task forms for the e-teaching of both general English and English for Academic Purposes in higher education, in order to ensure the most objective, realistic and fair results at the end of the courses and to raise the students' awareness of the importance of academic and professional integrity. © 2023 Universidade Federal de Goias. All rights reserved.
ABSTRACT
This edited volume the first book devoted to the topic of contract cheating brings together the perspectives of leading scholars presenting novel research. Contract cheating describes the outsourcing of students assessments to third parties such that the assignments or exams students submit are not their own work. While research in this area has grown over the past five years, the phenomenon has been exacerbated by the COVID-19 pandemic. Themes addressed in this book include the definition of contract cheating, its prevalence in higher education, and what motivates students to engage in it. Chapter authors also consider various interventions that can be used to address contract cheatings threat to academic integrity in higher education including: assessment practice, education, detection strategies, policy design, and legal interventions. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.
ABSTRACT
Academic Integrity (AI) violations have long been a concern of educators and academic institutions within all fields of study. AI violations can consist of a broad range of student behaviors that are considered dishonest, including but not limited to plagiarism, copying others' assignments, and paying for others to complete their work [1]. As the risks for academic integrity issues become ever more prevalent, particularly as more academic institutions rely on online course formats, researchers are continually attempting to identify what underlying factors lead students to commit AI violations. The COVID-19 pandemic among other factors has contributed to the rise in online learning formats. This change in course modality combined with easier access to digital resources has lowered the boundary for many students for violating AI, thus increasing our need to understand what factors influence students to consider violating AI. This poster represents an initial step in a larger research study looking at the relationship between AI violations and students' sense of belonging within their discipline. This poster presents findings from a literature review looking to identify research investigating students' beliefs regarding AI, institutional policies for AI violations, and underlying causes for AI violations. Findings from this literature review are mixed;while several factors have been identified that contribute to students' propensity to violate AI, few concrete solutions have been proposed or evaluated, indicating that there is a need for further research. © 2022 Owner/Author.
ABSTRACT
Faculty members are crucial partners in promoting academic integrity at Canadian universities, but their needs related to academic integrity are neither well documented nor understood. To address this gap, we developed a mixed methods survey to gather faculty perceptions of facilitators and barriers to using the existing academic integrity procedures, policies, resources, and supports required to promote academic integrity. In this article, we report the data collected from 330 participants at four Canadian universities. Responses pointed to the importance of individual factors, such as duty to promote academic integrity, as well as contextual factors, such as teaching load, class size, class format, availability of teaching assistant support, and consistency of policies and procedures, in supporting or hindering academic integrity. We also situated these results within a micro (individual), meso (departmental), macro (institutional), and mega (community) framework. Results from this study contribute to the growing body of empirical evidence about faculty perspectives on academic integrity in Canadian higher education and can inform the continued development of existing academic integrity supports at universities. © 2022, Canadian Society for Studies in Higher Education. All rights reserved.
ABSTRACT
Due to the COVID-19 pandemic, we were forced to conduct two exams for a database course as online exams. An essential part of the exams was to write non-trivial SQL queries for given tasks. In order to ensure that cheating has a certain risk, we used several techniques to detect cases of plagiarism. One technique was to use a kind of "watermarks” in variants of the exercises that are randomly assigned to the students. Each variant is marked by small discrimination points that need to be included in submitted solutions. Those markers might go through undetected when a student decides to copy a solution from someone else. In this case, the student would reveal to know a "secret” that he cannot know without the forbidden communication with another student. This can be used as a proof for plagiarism instead of just a subjective feeling about the likelihood of similar solutions without communication. We also used a log of SQL queries that were tried during the exam. © 2023 Gesellschaft fur Informatik (GI). All rights reserved.
ABSTRACT
Aims The aimed of thus study is to examine and ascertain students' level of self-efficacy in choosing profession decisions during the Covid-19 epidemic. Instrument & Methods 469 students (245 junior high school students and 224 senior high school students) were selected for this quantitative descriptive study using the cluster proportionate stratified random sampling technique. Findings The findings indicated that the self-efficacy of high school students in making career decisions during the COVID-19 pandemic was rated as moderate. There was no discernible difference in the level of self-efficacy in career decision-making between the sexes (t(467) =-0.007). Yet, there is a substantial difference in the pupils' academic standing (t(467) =-2.228). In addition, there was a significant difference solely in the indicator of problem-solving. Conclusion The results of problem-solving indicators can therefore be used to create guidance and counseling programs in schools and have consequences for future career planning. © 2023, Tarbiat Modares University. All rights reserved.
ABSTRACT
With online examinations prevailing, academic integrity has become a concern. This study is to explore perceptions of online tests among students. An anonymous online survey was conducted among 156 students enrolled in the health professional courses from the CUHK Faculty of Medicine in the academic year 2019-2020. The majority preferred traditional onsite examination (75%) over online format type (25%) because of a less technical requirement (86%), immediate support from invigilators for unanticipated situations (74%), and easiness of focusing (64%);however, some prefer online examinations due to convenience (66%). The pressure and anxiety towards the study do not have significant differences. The reasons for cheating include the desire to pass (42%), peer influence (42%), outstanding grades (38%), and ease of browsing other websites (31%). The application of the blackboard system, Respondus LockDown Browser, with Zoom invigilation minimises the chance of cheating.
ABSTRACT
The field of education technology, and related subject areas attendant to it, welcomed millions of new participants during the COVID-19 pandemic. According to UNESCO, the education experiences of more than 1.4 billion students were disrupted in ways that will impact them, and those around them, for years to come. This journal has a significant role to play for documenting these experiences and the research that followed. Evidence about the use of learning technologies for learning in many new education spaces and geographic places is now available. Interest in the topic of technology-enabled learning has increased exponentially and submissions documenting these new experiences, insights, research findings, and practice applications have continued to grow. Our journal supports scholars long involved in, or new to the topic of, technology-enabled learning design and delivery. © 2022 M. Cleveland-Innes and S. Lakhal.
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
The unprecedented Covid-19 pandemic has suddenly driven higher education institutions towards emergency remote teaching (ERT) to save academic programmes. Despite the benefits brought by remote teaching, it has the potential to bring negative consequences such as compromised academic integrity resulting from the use of e-assessments in environments lacking sufficient pandemic response readiness and mechanisms. A few studies have been conducted on the academic integrity challenges of e-assessments during ERT in universities from a developing country perspective. This quantitative study aimed to examine challenges to the academic integrity of e-assessments during ERT through a literature survey and an online survey questionnaire, collecting and analysing data from a randomly selected sample of 201 students in a South African university. Through confirmatory factor analysis (CFA), findings revealed that individual and institutional factors negatively impact the lack of academic integrity when doing e-assessments. However, technological factors do not impact the academic integrity of students using e-assessments. Gender differences caused significantly different findings, but age differences did not. The study concludes with recommendations for improving policy and research around the academic integrity of e-assessments. This work reveals how university communities can be assisted to improve their understanding of academic integrity challenges and adopt measures to solve them. © 2023 International Conference on Multidisciplinary Research. All rights reserved.
ABSTRACT
The shift to online instruction in higher education related to the COVID-19 pandemic has raised worldwide concerns about an increase in academic misconduct (cheating and plagiarism). However, data to document any increase is sparse. For this study, we collected survey data from 484 students in 11 universities in the USA, and 410 students in five universities in Romania. The data support the conclusions that (1) cheating on exams increased with the shift to online instruction, but plagiarism and cheating on assignments may not have increased, (2) significant differences between the two countries suggest that intervention planning should avoid assuming that results from one context may generalize to another, and (3) influencing student beliefs about rates of AM among their peers may be a fruitful new route for reducing academic misconduct.
ABSTRACT
The field of education technology, and related subject areas attendant to it, welcomed millions of new participants during the COVID-19 pandemic. According to UNESCO, the education experiences of more than 1.4 billion students were disrupted in ways that will impact them, and those around them, for years to come. This journal has a significant role to play for documenting these experiences and the research that followed. Evidence about the use of learning technologies for learning in many new education spaces and geographic places is now available. Interest in the topic of technology-enabled learning has increased exponentially and submissions documenting these new experiences, insights, research findings, and practice applications have continued to grow. Our journal supports scholars long involved in, or new to the topic of, technology-enabled learning design and delivery. © 2022 M. Cleveland-Innes and S. Lakhal.
ABSTRACT
Faculty members are crucial partners in promoting academic integrity at Canadian universities, but their needs related to academic integrity are neither well documented nor understood. To address this gap, we developed a mixed methods survey to gather faculty perceptions of facilitators and barriers to using the existing academic integrity procedures, policies, resources, and supports required to promote academic integrity. In this article, we report the data collected from 330 participants at four Canadian universities. Responses pointed to the importance of individual factors, such as duty to promote academic integrity, as well as contextual factors, such as teaching load, class size, class format, availability of teaching assistant support, and consistency of policies and procedures, in supporting or hindering academic integrity. We also situated these results within a micro (individual), meso (departmental), macro (institutional), and mega (community) framework. Results from this study contribute to the growing body of empirical evidence about faculty perspectives on academic integrity in Canadian higher education and can inform the continued development of existing academic integrity supports at universities.
ABSTRACT
This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics;overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies;training teachers to detect cheating methods;and applying severe sanctions on those who engage in such practices.
ABSTRACT
Academic integrity is an ongoing concern in higher education. Research dating back to the 1960s shows students self-reporting cheating, and with the advent of more online education, concerns about the integrity of degrees have become even more widespread. Due to this concern about academic integrity, especially in view of the changes brought about by COVID-19, I launched a research project that aimed to holistically understand how academics understand and teach academic integrity and institutional policies around academic integrity, and how these policies are employed through analysing five years' worth of student disciplinary records at a distance education university. I interviewed twenty-eight academics and academic managers and analysed sixty-six documents, as well as 3 383 student disciplinary records. Flowing from that larger project, I argue in this paper that there has not yet been institutionalisation of academic integrity at this university. I end by offering suggestions for how institutionalisation could occur. © 2022.
ABSTRACT
Contract cheating has become a profound issue in academics with the onset of the COVID-19 pandemic as digitised evaluation has become common practice. This evaluation method opens up for examining students remotely, either by online home exams or longer written assessments done away from the classroom. Contract cheating refers to a problem where the students hire a third party to complete their assignment and submit it for grading as their own. Manually dealing with contract cheating is a cumbersome task and tools for plagiarism detection are not able to detect contract cheaters as students do not use the work of other authors without consent. In this paper, a machine learning based system is designed to specifically detect the cases of contract cheating in academics. The system uses keystroke biometric behaviour where typing style is analysed to discriminate cheaters from genuine students. The experiments are conducted on two datasets where one is existing and another is designed by performing data collection in a university for recording the keystroke features. Two categories of keystroke dynamics, namely duration and latency-based features are studied for designing the various machine learning-based systems for investigating the efficient one. Furthermore, the performance of the systems are evaluated under the setting of zero false accusations in order to avoid genuine students being charged as imposters. © 2022 IEEE.
ABSTRACT
The Covid-19 pandemic led to increased use of home exams, with a perceived increase of cheating. Assessment integrity is a key challenge for higher education. Apart from remote proctoring, what other mitigations may be possible against cheating in home exams, and specifically for programming courses with huge classes? The paper presents our approaches to mitigate cheating, for CS1 based on questions with subtly different variants, for CS2 based on plagiarism detection and timestamps - in sufficient detail that others could use a similar approach. These two approaches can be partially effective against collaboration, but less so against contract cheating where help is acquired from an outside third party. Hence, towards the end of the paper we also outline possible approaches to mitigate such cheating, without or in addition to remote proctoring. © 2022 IEEE.