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

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dc.contributor.authorYazici, Sedat
dc.contributor.authorDurak, Hatice Yildiz
dc.contributor.authorDunya, Beyza Aksu
dc.contributor.authorSenturk, Burcu
dc.date.accessioned2024-02-23T14:24:20Z
dc.date.available2024-02-23T14:24:20Z
dc.date.issued2023
dc.departmentNEÜen_US
dc.description.abstractBackground 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. Objectives 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. Methods A correlational design was employed aligned with study objectives. Results and Conclusions 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.en_US
dc.identifier.doi10.1111/jcal.12743
dc.identifier.endpage254en_US
dc.identifier.issn0266-4909
dc.identifier.issn1365-2729
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85138280092en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage231en_US
dc.identifier.urihttps://doi.org/10.1111/jcal.12743
dc.identifier.urihttps://hdl.handle.net/20.500.12452/13914
dc.identifier.volume39en_US
dc.identifier.wosWOS:000855192700001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofJournal Of Computer Assisted Learningen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAcademic Integrityen_US
dc.subjectCheatingen_US
dc.subjectCovid-19 Pandemicen_US
dc.subjectCyber Cheatingen_US
dc.subjectOnline Cheatingen_US
dc.subjectPlagiarismen_US
dc.titleOnline versus face-to-face cheating: The prevalence of cheating behaviours during the pandemic compared to the pre-pandemic among Turkish University studentsen_US
dc.typeArticleen_US

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