scholarly journals CHEATING DURING ONLINE EXAMINATIONS – LITERATURE REVIEW

2021 ◽  
Vol LXVIII (2) ◽  
pp. 7-21
Author(s):  
Adrian Năznean
Keyword(s):  
Mixed Methods ◽  
Social Interaction ◽  
Literature Review ◽  
Virtual Environment ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Human Activities ◽  
Online Assessment ◽  
Classroom Setting ◽  
Multiple Issues

The COVID-19 pandemic forced the closure of many human activities. As a result, education quickly shifted from a classroom setting to an online one, challenging educators and students alike. Multiple issues that had barely been known to educators surfaced: technophobia, lack of rules or guidelines regarding online learning, politeness in a virtual environment, limited social interaction, but some of the greatest challenges remain cheating, and academic integrity concerns during online examinations. Technological and software advances can oftentimes identify cases of academic dishonesty. However, with mass education and faculty unpreparedness it is rather problematic to combat and avoid cheating during online assessment. This mixed-methods review based on the limited empirical research on the topic of cheating during online examinations will identify the factors that lead to cheating and will discuss the best ways of combating and avoiding academic dishonesty.

scholarly journals Academic integrity of university students during emergency remote online assessment: An exploration of student voices

2021 ◽  
Vol 6 ◽  
Author(s):  
Anne H. Verhoef ◽  
Yolandi M. Coetser
Keyword(s):  
University Students ◽  
South African ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Time Management ◽  
Online Assessment ◽  
Student Voices ◽  
Online Assessments ◽  
African Context ◽  
Feeling Overwhelmed

Background: This article examines the phenomenon of academic integrity during the coronavirus disease 2019 (COVID-19) pandemic, with particular reference to emergency online assessments in 2020.Aim: It explores academic dishonesty, cheating and plagiarism of university students during emergency remote online assessment, from the perspective of South African students.Setting and Methodology: The authors explore the approaches of different universities worldwide, as well as the extant literature on the topic. An examination of the current literature related explicitly to the COVID-19 online assessments reveals a dearth of engagement by researchers in the South African context. In order to address this lacuna, the authors rely on data generated from an institutional forum on academic dishonesty at a University in South Africa. It focuses specifically on the voices of students presented during the forum, which explained both why students are dishonest and ways to curb dishonesty.Results and Conclusion: The data generated show whilst some students were dishonest due to pandemic-related issues (like lack of monitoring), there are also other reasons, such as lack of time management, feeling overwhelmed and stressed and struggling with technology that contributes to student dishonesty. Students suggest that assessments be approached differently online to curb academic dishonesty. The paper concludes by providing some fundamental changes needed to address academic dishonesty.

Institutionalizing Academic Integrity

2019 ◽  
pp. 1-21
Author(s):  
Neeta Baporikar
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Educational Process ◽  
Educational Systems ◽  
Learning And Development ◽  
Purpose Of Education ◽  
The Many ◽  
Detection Strategies

Academic dishonesty can come in a variety of forms. Hence, there is a need for academics to stay abreast of the many and varied methods of cheating, and potentially, utilize an array of prevention and detection strategies in ‘combination'. This very dynamics of academic dishonesty, fails the very purpose of education, Higher Education Institutions (HEIs) and educational systems. If learners engage in academic dishonesty or malpractice either intentionally or unintentionally; it not only retards the learning and development, but more important raises questions on Academic Integrity (AI) of HEIs on which the whole edifice of educational process rests. Through grounded research, an in-depth literature review, deep observation, and being a part of HE for nearly two decades, this chapter delves into the causes of academic dishonesty. The focus is on the need and mechanism to institutionalize polices for AI, which the present hour demands.

Institutionalizing Academic Integrity

2017 ◽  
pp. 60-80
Author(s):  
Neeta Baporikar
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Educational Process ◽  
Educational Systems ◽  
Learning And Development ◽  
Purpose Of Education ◽  
The Many ◽  
Detection Strategies

Academic dishonesty can come in a variety of forms. Hence, there is a need for academics to stay abreast of the many and varied methods of cheating, and potentially, utilize an array of prevention and detection strategies in ‘combination'. This very dynamics of academic dishonesty, fails the very purpose of education, Higher Education Institutions (HEIs) and educational systems. If learners engage in academic dishonesty or malpractice either intentionally or unintentionally; it not only retards the learning and development, but more important raises questions on Academic Integrity (AI) of HEIs on which the whole edifice of educational process rests. Through grounded research, an in-depth literature review, deep observation, and being a part of HE for nearly two decades, this chapter delves into the causes of academic dishonesty. The focus is on the need and mechanism to institutionalize polices for AI, which the present hour demands.

scholarly journals Academic Integrity in Online Assessment: A Research Review

2021 ◽  
Vol 6 ◽  
Author(s):  
Olivia L. Holden ◽  
Meghan E. Norris ◽  
Valerie A. Kuhlmeier
Keyword(s):  
Decision Making ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Online Courses ◽  
Research Review ◽  
Online Assessment ◽  
Decision Making Process ◽  
Assessment Practices ◽  
Evidence Based ◽  
Evidence Based Practices

This paper provides a review of current research on academic integrity in higher education, with a focus on its application to assessment practices in online courses. Understanding the types and causes of academic dishonesty can inform the suite of methods that might be used to most effectively promote academic integrity. Thus, the paper first addresses the question of why students engage in academically dishonest behaviours. Then, a review of current methods to reduce academically dishonest behaviours is presented. Acknowledging the increasing use of online courses within the postsecondary curriculum, it is our hope that this review will aid instructors and administrators in their decision-making process regarding online evaluations and encourage future study that will form the foundation of evidence-based practices.

“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

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

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.

Academic Integrity

2017 ◽  
pp. 306-326
Author(s):  
Mingsheng Li
Keyword(s):  
Language Proficiency ◽  
Academic Dishonesty ◽  
Academic Writing ◽  
Academic Integrity ◽  
Group Discussion ◽  
University Graduates ◽  
Situational Variables ◽  
Student Plagiarism ◽  
Language Writing ◽  
The University

Student plagiarism is a pervasive issue at all levels of study in Higher Education Institutions (HEIs) around the world. Plagiarism is considered as a cultural phenomenon and students from certain cultures are often stereotyped as ‘persistent plagiarists'. This chapter reports the findings of a research project and examines the issues of academic dishonesty reported by Chinese students in New Zealand universities. Four lecturers and six university graduates participated in the interviews and the focus group discussion. The study has identified seven forms of disguised plagiarism deriving from four interrelated variables: inadequate language proficiency, lack of discipline knowledge and conventions, issues of assessment, and situational variables. The university is morally responsible to teach the students the concept of Academic Integrity (AI) and plagiarism, discipline conventions and rules of games in academic writing, and develop their language, writing, and research skills to help them avoid the traps of plagiarism.

When Distance Technologies Meet the Student Code

2010 ◽  
pp. 1626-1643
Author(s):  
Peg Wherry ◽  
Deborah Lundberg Windes
Keyword(s):  
Instructional Practices ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Course Design ◽  
Student Conduct ◽  
Online Program ◽  
Student Misconduct ◽  
Program Administrators ◽  
Development Processes

This case study outlines problems with student conduct in an online undergraduate program and explains how astudent code was applied to resolve the issues and institute procedures to reduce future incidents of academic dishonesty and incivility. The study describes several instances of student misconduct and explains how online program administrators responded by improving communication with both students and faculty and by modifying course design and development processes as well as instructional practices. It also reports on how other administrators assisted in handling resolution and discipline. While technology itself may both complicate themaintenance of conduct standards and provide new ways to protect academic integrity, this study demonstrates thatthe introduction of technology should not change the rules.

Intentional Communities of Practice, the Challenge of Interactivity

2012 ◽  
pp. 305-325 ◽  
Author(s):  
Aaron Wiatt Powell
Keyword(s):  
Online Learning ◽  
Social Interaction ◽  
Literature Review ◽  
Online Community ◽  
Cultural Barriers ◽  
Design And Technology ◽  
Intentional Communities ◽  
Intentional Community ◽  
Community Portal

This chapter examines the support of social interaction in a cooperative, situated online learning environment, and the cultural barriers that hinder such intention and interactivity. The findings of a literature review suggest that the greatest challenge to intentional Community of Practice (CoP) is a sense of interdependence among CoP members, the authenticity of the practice or purpose, and a trajectory for the CoP’s future. This case study attends to these issues with a cohort of practicing teachers. It explores an initiative to nurture CoP with cooperative projects and with the support of an online community portal. The case challenges CoP theory from an intentional or instructional standpoint, and informs design and technology in support of CoP.

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