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Online versus face‐to‐face cheating: The prevalence of cheating behaviours during the pandemic compared to the pre‐pandemic among Turkish University students
Journal of Computer Assisted Learning ; 39(1):231-254, 2023.
Article in English | ProQuest Central | ID: covidwho-2237276
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' selfreport 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.AlternateLay 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.
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Full text: Available Collection: Databases of international organizations Database: ProQuest Central Type of study: Experimental Studies / Observational study / Prognostic study / Randomized controlled trials Language: English Journal: Journal of Computer Assisted Learning Year: 2023 Document Type: Article

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Full text: Available Collection: Databases of international organizations Database: ProQuest Central Type of study: Experimental Studies / Observational study / Prognostic study / Randomized controlled trials Language: English Journal: Journal of Computer Assisted Learning Year: 2023 Document Type: Article