Abstract
As online courses become increasingly common at the college level, an ongoing concern is how to ensure academic integrity in the online environment. One area that has received particular attention is that of preventing cheating during unproctored online exams. In this study, we examine students’ behavior during unproctored exams taken in an online introductory biology course. A feature of the learning management platform used for the course gave us the ability to detect cheating behavior involving students leaving the test page and viewing other material on their computers. This allowed us to determine what proportion of students cheated and examine the efficacy of various measures to mitigate cheating. We also explored the relationship between cheating behavior and exam performance. We found that 70% of students were observed cheating, and most of those who cheated did so on the majority of test questions. Appealing to students’ honesty or requiring them to pledge their honesty were found to be ineffective at curbing cheating. However, when students received a warning that we had technology that could detect cheating, coupled with threats of harsh penalties, cheating behavior dropped to 15% of students. Unexpectedly, we did not find evidence that students’ exam performance changed when their cheating behavior changed, indicating that this common form of cheating might not be as effective as students, or their instructors believe it to be.
Highlights
As online courses become increasingly common at the college level, an ongoing concern is how to ensure academic integrity in the online environment
The present study examines the problem of cheating during unproctored online exams in the context of an undergraduate introductory biology course
Context This study examines an online undergraduate introductory biology course at a large research university located in the Midwestern United States
Summary
As online courses become increasingly common at the college level, an ongoing concern is how to ensure academic integrity in the online environment. A feature of the learning management platform used for the course gave us the ability to detect cheating behavior involving students leaving the test page and viewing other material on their computers. This allowed us to determine what proportion of students cheated and examine the efficacy of various measures to mitigate cheating. In a recent survey conducted by Wiley (2020), 93% of instructors indicated a belief that students were more likely to cheat on online unproctored tests than on proctored tests Those concerns are supported by a growing body of empirical work that has found evidence of cheating during unproctored online exams (Alessio et al, 2017, 2018; Fask et al, 2014; Hylton et al, 2016). 2) What percentage of students exhibit cheating behaviors when (a) an appeal is made to their conscience to uphold academic integrity, (b) they have to sign an honesty pledge, or (c) are told they are being surveilled?
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