Faculty and Student Perceptions of Academic Integrity in Technology-Assisted Learning and Testing

The recent COVID-19 pandemic presented challenges to faculty (Fac) and students (Stu) to uphold academic integrity when many classes transitioned from traditional to remote. This study compared Fac and Stu perceptions surrounding academic integrity when using technology assisted proctoring in online testing.Methods: College Fac (N = 150) and Stu (N = 78) completed a survey about perceptions of academic integrity and use of proctoring software for online testing. Wilcoxon rank-sum tests were used to determine if there were differences in the distribution of agreement between students and faculty.Results: Fac and Stu agreed maintaining academic integrity was a priority (93 vs. 94%), and that it is easier to cheat in online tests (81 vs. 83%). Responses differed on whether online proctoring software was effective at preventing academic dishonesty (23% of Fac vs. 42% of Stu disagreed). 53% of Fac and 70% of Stu perceived that online proctoring was an invasion of privacy. Only 7% of Stu and 49% of Fac perceived importance in having a policy about proctoring online tests, whether cheating in an academic setting is likely associated with cheating in a work setting (78 vs. 51%), and if given a choice, 46% of Fac and only 2% of Stu would choose to use proctoring software. Answers to open-ended questions identified feelings of stress and anxiety by Stu and concerns about privacy by Fac.Conclusion: Fac and Stu had similar perceptions of the importance of academic integrity and ease of cheating in online tests. They differed in perception of proctoring software’s effectiveness in deterring cheating, choosing to give or take a proctored online test, and having a policy in place. Policies on technology-assisted online testing should be developed with faculty and student input to address student concerns of privacy, anxiety, and stress and uphold academic integrity.

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An online testing design choice typology towards cheating threat minimisation

Journal of University Teaching and Learning Practice ◽

10.53761/1.16.3.5 ◽

2019 ◽

Vol 16 (3) ◽

pp. 54-70 ◽

Cited By ~ 1

Author(s):

Albert Munoz ◽

◽

Jonathon Mackay ◽

Keyword(s):

Academic Integrity ◽

Test Design ◽

Online Testing ◽

Theoretical Understanding ◽

Online Test ◽

Design Choice ◽

Student Cheating ◽

Online Tests ◽

Testing Design

Online testing is a popular practice for tertiary educators, largely owing to efficiency in automation, scalability, and capability to add depth and breadth to subject offerings. As with all assessments, designs need to consider whether student cheating may be inadvertently made easier and more difficult to detect. Cheating can jeopardise the validity of inference drawn from the measurements produced by online tests, leading to inaccurate signals and misperceptions about what students know and can do. This paper extends theoretical understanding about cheating behaviours to link online test design choices and their influence on a student’s capability and willingness to cheat. This research reviews the literature on cheating theories and a typology construction methodology to relate common online test design choices to their cheating threat consequence. In doing so, the typology offers educators designing online tests general normative guidance aimed at reducing threats to assessment inference validity, and academic integrity in general, brought about by student cheating. While we admit that cheating cannot be completely eliminated in online testing, the guidance provided by the typology can assist educators to structure online tests to minimise cheating.

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Interaction of Proctoring and Student Major on Online Test Performance

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v19i5.3698 ◽

2018 ◽

Vol 19 (5) ◽

Cited By ~ 3

Author(s):

Helaine M Alessio ◽

Nancy Malay ◽

Karsten Maurer ◽

A. John Bailer ◽

Beth Rubin

Keyword(s):

Academic Dishonesty ◽

Academic Integrity ◽

Test Performance ◽

Fixed Effects ◽

Course Design ◽

High Stakes ◽

Online Test ◽

Randomized Design ◽

Faculty Concerns ◽

Online Tests

Traditional and online university courses share expectations for quality content and rigor. Student and faculty concerns about compromised academic integrity and actual instances of academic dishonesty in assessments, especially with online testing, are increasingly troublesome. Recent research suggests that in the absence of proctoring, the time taken to complete an exam increases significantly and online test results are inflated. This study uses a randomized design in seven sections of an online course to examine test scores from 97 students and time taken to complete online tests with and without proctoring software, controlling for exam difficulty, course design, instructor effects, and student majors. Results from fixed effects estimated from a fitted statistical model showed a significant advantage in quiz performance (7-9 points on a 100 point quiz) when students were not proctored, with all other variables statistically accounted for. Larger grade disparities and longer testing times were observed on the most difficult quizzes, and with factors that reflected the perception of high stakes of the quiz grades. Overall, use of proctoring software resulted in lower quiz scores, shorter quiz taking times, and less variation in quiz performance across exams, implying greater compliance with academic integrity compared with when quizzes were taken without proctoring software.

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PERSEPSI MAHASISWA PRODI PENDIDIKAN BAHASA INGGRIS UIN AR-RANIRY TENTANG PLAGIARISME TUGAS KULIAH

Jurnal Ilmiah Didaktika ◽

10.22373/jid.v18i2.3243 ◽

2018 ◽

Vol 18 (2) ◽

pp. 205

Author(s):

Syamsul Bahri ◽

Ika Kana Trisnawati

Keyword(s):

Student Perceptions ◽

Academic Dishonesty ◽

Academic Integrity ◽

Time Management ◽

English Language ◽

English Education ◽

Language Skills ◽

Education Department ◽

Campus Policy ◽

The University

This study aimed to investigate the student perceptions of plagiarism and the reasons that led to plagiarism in the students’ assignments. The population of the study included the students of English Education Department at UIN Ar-Raniry Banda Aceh, with 166 students randomly selected as the sample. Questionnaire was used as the instrument for collecting data. The data were then analyzed with the SPSS in order to obtain their descriptive statistics. The results of the study showed that there were various students’ perceptions about the notion of plagiarism and the underlying reasons for their plagiarism. It was generally understood that plagiarism wa the use of words/ideas of others recognized as one’s own. Further, the major causes of plagiarism in the assignments were due to lack of English language skills and lack of time management. In addition, the behaviors of lecturers and the university involvement in socializing the concept of plagiarism also became the causes for the higher proportion of academic dishonesty among the students. These findings are expected to be the input for the creation of campus policy so that academic integrity and better lecture system can be achieved in any university.

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The status of academic integrity amongst nursing students at a nursing education institution in the Western Cape

Curationis ◽

10.4102/curationis.v35i1.27 ◽

2012 ◽

Vol 35 (1) ◽

Cited By ~ 15

Author(s):

Cecilia J. Theart ◽

Ilze Smit

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Student Perceptions ◽

Academic Dishonesty ◽

Academic Integrity ◽

Survey Design ◽

Education Institution ◽

Problem Area ◽

Western Cape ◽

The Status

Honesty is regarded as a basic ethical value in all educational programmes, and academic integrity is of undisputed importance in educational environments. The literature reviewed revealed that academic dishonesty is wide-ranging and also encountered in the nursing education environment. This phenomenon is of concern to the nursing fraternity because of the proven positive correlation between unethical academic practices and future unethical professional behaviour. Limited research data regarding academic dishonesty at nursing education institutions in South Africa and this correlation motivated the present study. The purpose was to examine the status of academic integrity amongst nursing students at a nursing education institution in the Western Cape. Formulated objectives guided investigation of several variables which impact upon academic integrity, for example the incidence of and student perceptions around academic dishonesty.A quantitative, descriptive survey design was used, with a self-reported questionnaire (based on literature review and study objectives) designed to obtain information about academic dishonesty. Provision was also made for qualitative input from the respondents by including three open-ended questions.It was found that academic dishonesty was a reality at the nursing education institution where this study was done. Cheating associated with plagiarism and assignments was identified as the main problem area. An unacceptably high level of dishonesty in completion of practical records was also an area of concern. The main recommendations are development and implementation of a code of honour and implementation of comprehensive academic integrity policies at the nursing education institution, with practical measures aimed at combating cheating in tests and examinations.

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Academic Integrity and International Students

Handbook of Research on Academic Misconduct in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1610-1.ch015 ◽

2017 ◽

pp. 327-342

Author(s):

Nasser Razek

Keyword(s):

International Students ◽

Academic Dishonesty ◽

Academic Integrity ◽

Academic Misconduct ◽

Academic Expectations ◽

Paper Mills ◽

Peer Perceptions ◽

The Social ◽

Orientation Training ◽

Online Tests

The pressure to excel, peer perceptions, and the lack of faculty enforcement are among several factors that lead students to cheat in general. When circumstances of Academic Integrity (AI) among international students were examined, findings revealed prevalence of academic misconduct behaviors due to several factors. When admitting several academic dishonesty behaviors as accepted practices, a sweeping majority of international students denounced cheating as opposed to their own cultural, ethical, and religious beliefs. Several forms of academic misconduct behaviors are more frequent among international students than others. These included unauthorized help, cheating on online tests and utilizing Internet paper mills. Suggested strategies for minimizing misconduct practices of international students included: orientation training, a focus on learning outcomes, alleviating the social pressure, raising students' awareness about academic expectations, and building on the students' ethical backgrounds.

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Academic Integrity in Online Testing: A Research Review

10.31234/osf.io/rjk7g ◽

2020 ◽

Author(s):

Olivia Holden ◽

Valerie A. Kuhlmeier ◽

Meghan Norris

Keyword(s):

Online Education ◽

Academic Dishonesty ◽

Academic Integrity ◽

Ethical Framework ◽

Research Review ◽

Online Testing ◽

Online Classes ◽

Faculty And Staff

This paper provides a review of research on online education, with a focus on the methods used to promote academic integrity. Broader issues about how and why academic dishonesty occurs, and the mixed findings in relation to whether or not academic dishonesty may be more or less prevalent in online classes are discussed. Understanding the varied nature of academic dishonesty can improve the implementation of methods used to promote academic integrity, and more importantly, provide students, faculty, and staff with an ethical framework that can extend beyond academia

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Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university

International Journal for Educational Integrity ◽

10.1007/s40979-021-00090-w ◽

2021 ◽

Vol 17 (1) ◽

Author(s):

Oluwagbohunmi Awosoga ◽

Christina M. Nord ◽

Stephanie Varsanyi ◽

Randall Barley ◽

Jeff Meadows

Keyword(s):

Educational Attainment ◽

Student Perceptions ◽

Academic Dishonesty ◽

Academic Integrity ◽

Faculty Perceptions ◽

Overwhelming Majority ◽

Academic Honesty ◽

Personal Perceptions

AbstractThere is a paucity of research into the prevalence of academic dishonesty within Canada compared to other countries. Recently, there has been a call for a better understanding of the particular characteristics of educational integrity in Canada so that Canada can more meaningfully contribute to current discussions surrounding academic integrity. Here, we present findings from student (N = 1142) and faculty (N = 130) surveys conducted within a medium-sized (~ 8700 students) Canadian university. These surveys probed perceptions towards, and experiences with, academic dishonesty, in which we aimed to understand how students and faculty regarded academically dishonest practices during their postsecondary careers. We also aimed to understand how often students engaged in, and faculty had witnessed, academic dishonesty, whether or not witnessing incidents of academic dishonesty corresponded with gender, year of experience, highest level of educational attainment, discipline, or their personal perceptions towards the importance of academic honesty, and whether students had been adequately taught what constitutes academic dishonesty. We found that an overwhelming majority of students viewed academic honesty as important, and that most students reported not engaging in academic dishonesty themselves despite 45.8% reporting that they had witnessed others engage in academic dishonesty. We also found that students were more likely to witness cheating as their postsecondary experience increased, that witnessing varied across disciplines and educational attainment, and that witnessing varied with student perceptions. However, we found no such patterns in faculty responses, but found that faculty are split on whether or not they believe incidents of academic honesty are increasing.

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Student Perspectives of Academic Integrity in an Online Environment: A Pilot Study

Archives of Business Research ◽

10.14738/abr.92.9680 ◽

2021 ◽

Vol 9 (2) ◽

pp. 60-69

Author(s):

Rhonda Richards

Keyword(s):

Online Education ◽

Student Perceptions ◽

Academic Dishonesty ◽

Academic Integrity ◽

Online Courses ◽

Academic Misconduct ◽

Internet Survey ◽

Online Classes ◽

Face To Face ◽

Perceptions And Attitudes

The March 2020 COVID-19 pandemic caused many universities to move face-to-face and hybrid courses to completely online formats, resulting in increased challenges to academic integrity. Although academic misconduct and academic dishonesty among students is nothing new, the literature is inconclusive as to whether there is more cheating in online classes than in face-to-face classes. However, online education has made it much more difficult for instructors to detect instances of cheating. The purpose of this study is to identify student perceptions and attitudes regarding violations of academic integrity, particularly in online courses. An Internet survey link was sent to all students enrolled at a southwestern university.

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Examining the Effect of Proctoring on Online Test Scores

Online Learning ◽

10.24059/olj.v21i1.885 ◽

2017 ◽

Vol 21 (1) ◽

Cited By ~ 4

Author(s):

Helaine Mary Alessio ◽

Nancy J. Malay ◽

Karsten Maurer ◽

A. John Bailer ◽

Beth Rubin

Keyword(s):

Online Education ◽

Academic Dishonesty ◽

Test Performance ◽

Test Scores ◽

Online Course ◽

Online Classes ◽

Student Knowledge ◽

Online Test ◽

Time Usage ◽

Online Tests

Online education continues to grow, bringing opportunities and challenges for students and instructors. One challenge is the perception that academic integrity associated with online tests is compromised due to undetected cheating that yields artificially higher grades. To address these concerns, proctoring software has been developed to address and prevent academic dishonesty. The purpose of this study was to compare online test results from proctored versus unproctored online tests. Test performance of 147 students enrolled in multiple sections of an online course were compared using linear mixed effects models with nearly half the students having no proctoring and the remainder required to use online proctoring software. Students scored, on average, 17 points lower [95% CI: 14, 20] and used significantly less time in online tests that used proctoring software versus unproctored tests. Significant grade disparity and different time usage occurred on different exams, both across and within sections of the same course where some students used test proctoring software and others did not. Implications and suggestions for incorporating strategic interventions to address integrity, addressing disparate test scores, and validating student knowledge in online classes are discussed.

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