A New Software Interface for Registering Rapid Antigen Test Results to Prevent Fraud.

Donald O. Besong has already documented that the online registration of unsupervised lateral flow test results poses concerns in the case of a serious pandemic where there are not enough medics to read scans or watch videos of candidates' results [1]. Scanning or videorecording requires a high number of available medics [1] in an adverse pandemic scenario. In the above paper [1], an artificial intelligence (AI) interface with image recognition was suggested as a method to prevent cheating during the online registration of unsupervised test results. The second solution suggested was a method that obscures the meaning of the result the candidate reads from their test device so that a software interface can resolve that from a database [1]. This is an entirely new method.In this paper, the latter (entirely new) method is proposed and described in detail. Precisely, this simple but new method is all about blinding the test strips so that the candidate does not know what the face values signify. The software then connects to a database of unique strip identification numbers to determine the test result when the candidate or patient registers their results. Both strip number and the value of their test must be entered to register results. This method has never been proposed or implemented. The technique will be described in detail.

Online Academic Cheating in the Twenty-First Century

The issue of poor ethics and integrity among students as well as in the working communities is an alarming issue that needs to be addressed. The value of ethics can be built and instill during the school days especially during the tertiary level because entering the workforce will be their next milestone. Nevertheless, the issue of online academic cheating has been rampant in most universities, mostly due to the advancement of technologies and there are various creative methods to cheating these days and these students have improvised from the usual traditional cheating methods. Traditional classroom learning also has transcend to online learning these days due to COVID-19 pandemic that swept across the world since end of year 2019 till today. This chapter will discuss the concept of online learning, definitions of academic cheating, reasons for online cheating by students, various online cheating methods as well as the ways to mitigate the problems of online academic cheating among students in the twenty-first century. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Online versus face‐to‐face cheating: The prevalence of cheating behaviours during the pandemic compared to the pre‐pandemic among Turkish University students

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.

Online Academic Cheating in the Twenty-First Century

The issue of poor ethics and integrity among students as well as in the working communities is an alarming issue that needs to be addressed. The value of ethics can be built and instill during the school days especially during the tertiary level because entering the workforce will be their next milestone. Nevertheless, the issue of online academic cheating has been rampant in most universities, mostly due to the advancement of technologies and there are various creative methods to cheating these days and these students have improvised from the usual traditional cheating methods. Traditional classroom learning also has transcend to online learning these days due to COVID-19 pandemic that swept across the world since end of year 2019 till today. This chapter will discuss the concept of online learning, definitions of academic cheating, reasons for online cheating by students, various online cheating methods as well as the ways to mitigate the problems of online academic cheating among students in the twenty-first century. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Online versus face‐to‐face cheating: The prevalence of cheating behaviours during the pandemic compared to the pre‐pandemic among Turkish University students

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.)

Tools for simultaneous online and in-person teaching in a Linear Circuit Analysis subject

During the first semester of 2020–2021, classes for Linear Circuit Analysis subjects (Mechanical Engineering Degree, Miguel Hernandez University of Elche, Spain) were taught in a dual way because of the COVID-19 pandemic: students were able to attend in-person or online, as long as the in-person attendance limit was not surpassed. The same strategy was used for exams: each student decided whether to take the exam in-person or online. Specific software tools were used for the in-advance seat reservation and simultaneous online and in-person class attendance, and examination tools and strategies, with a special emphasis on avoiding online cheating. Online attendance was preferred by students (averaging 64.9% of global attendance for lectures and 84.5% for exams), with abrupt increases during the worst episodes of the pandemic. Video recordings of the lectures were made available to all of the students, with the most viewed video being accessed over 200 times. Concerning evaluation, no statistically significant differences were found between in-person or online average examination marks (p =.133), which may be an indicator of low online cheating. Student feedback showed their satisfaction with the dual teaching strategy, despite their initial doubts at the beginning of the course. © 2022 The Authors. Computer Applications in Engineering Education published by Wiley Periodicals LLC.

Note: Cheating and Morality Problems in the Tertiary Education Level: A COVID-19 Perspective in Bangladesh

COVID-19 pandemic has impacted every sphere of students' life along with forcing the transition to online education which brought a significant change in the learning habits of students. Different options like using file-sharing websites, online solvers etc. for cheating were exploited by the students in the tertiary education level. We explored the driving factors of cheating by the university students (Female = 17, Male = 28). We found that the stress during the pandemic;easy availability of online materials;and competitive nature of students impelled them to cheat. The students asserted that adapting these ways of cheating has affected their various significant skills as students. The conversations show that appropriate measures to motivate students to stop cheating must be taken. Our study contributes to the research community by exploring the different factors of cheating in online exams in Bangladesh. © 2022 ACM.