Cheating behaviour in online exams: On the role of needs, conceptions and reasons of university students.
Background: Online exams have become a more common form of assessment at universities due to the Covid‐19 pandemic. However, cheating behaviour in online exams is widespread and threatens exam validity as well as student learning and well‐being. Objective: To better understand the role of university...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 5; pp. 1987 - 2009 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=181038778&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 181038778 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2024 vid: 40 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 181038778 177143611 181038778 181038778 10.1111/jcal.12994 181038778 ppf: 1987 ppct: 22 formats: tig: atl: Cheating behaviour in online exams: On the role of needs, conceptions and reasons of university students. aug: au: Rüth, Marco Jansen, Maria Kaspar, Kai affil: Department of Psychology, University of Cologne, Cologne, Germany sug: subj: Student Misconduct Psychosocial Factors Online Systems Utilization Student Role Evaluation Needs Assessment Educational Measurement Students, College Psychosocial Factors Human Male Female Adult Convenience Sample Germany Self Regulation Autonomy Feedback Analysis of Covariance Student Attitudes Regression Independent Variable Descriptive Statistics Teaching Methods Learning Methods Anxiety Colleges and Universities Adult: 19-44 years Male Female ab: Background: Online exams have become a more common form of assessment at universities due to the Covid‐19 pandemic. However, cheating behaviour in online exams is widespread and threatens exam validity as well as student learning and well‐being. Objective: To better understand the role of university students' needs, conceptions and reasons regarding cheating in online exams. Methods: In Study 1, we used four pairs of contrasting online exam scenarios to explore the impact of addressing students' needs on their cheating intention. In Study 2, we examined how students' conceptions of online exams are related to their cheating behaviour. In Study 3, we asked students to name their most important reasons for and against cheating in past online exams. All studies were conducted online and are based on a convenience sample of 339 students from universities in Germany. Results and Conclusions: First, students were less likely to cheat when they expected exam content relevant to their future profession, exam tasks relevant to their future professional life and detailed feedback on their performance. Second, most students' conceptions of online exams were related to their cheating intention and behaviour, whereas the conceptions that online exams support teaching, promote collaboration and impair learning were of relatively high importance. Third, most important reasons for cheating included the relevance of grades and the unfairness of exams, and most important reasons against cheating included moral standards and values as well as the fear of consequences. Implications: Addressing students' needs and considering their conceptions and reasons could be a learner‐centred approach to decrease cheating behaviour. Lay Description: What is currently known about this topic?: Online exams have become a more common form of assessment at universities.Cheating in online exams is a serious threat to the validity of exams.Technical approaches can reduce cheating but also students' well‐being. What does this paper add?: A learner‐centered approach can also reduce cheating in online exams.Insights into students' needs, conceptions, and reasons relevant to reducing cheating. Implications for practice: Using more relevant exam content, practically relevant exam tasks, and detailed feedback can reduce students' cheating intention.Knowing and discussing students' conceptions and reasons regarding cheating could improve learning and teaching and mitigate cheating. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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