Applying scientific calculators, Mp3 players calculator, and wireless equipment such as an earphone and a microphone are other tools that facilitate cheating in offline exams (Curran et al., 2011).Īlthough cheating motivations in online and offline exams are not significantly different (Turner & Uludag, 2013), detecting and mitigating online cheating could be more intricate. Although this would be difficult in the exam hall, some examinees could text without looking at the mobile phone. For instance, an examinee could use a mobile phone to text someone to get the answer. Technological advances and online learning have enhanced education, however, they also have facilitated cheating in courses (Turner & Uludag, 2013). Traditional cheating methods include, hiding notes in a pencil case, behind ruler, or clothes, writing on arms/hands, leaving the room, etc. There are some strategies to mitigate online exam cheating, such as getting offline (face-to-face) proctored exam, developing cheat-resistant questions (e.g., using subjective measures instead of objective measures), and lessening the exam score percentage contributing to the overall course grade. Therefore, preserving the integrity of online exams is more challenging. The study (Watson & Sottile, 2010) has reported that students are remarkably more likely to get answers from others during online exams or quizzes compared to live (face-to-face) ones.
It is necessary to employ traditional cheating detection besides prevention methods and new digital monitoring and validation techniques to support assessment integrity in online exams (Fluck, 2019). Course assessment is very challenging in online learning due to the lack of direct control over students and educators.įor an educational institution, assessment integrity is essential because it affects institutional reputation. In (Martin et al., 2020), it has been shown that the online learning publications are continuously being increased from 2009 to 2018, and one of the leading research themes is course assessment. This situation has revealed the strengths and weaknesses of the digital transformation of education (Valverde-Berrocoso et al., 2020).
The COVID-19 enforced the closing of traditional learning all over the world, resulting in 1.5 billion students and 63 million educators shifting from face-to-face learning to online learning. Today, distance education has been transformed into online settings, and the COVID-19 pandemic has raised online learning significantly across the world.
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