{"title":"在线考试中的作弊行为：大学生需求、观念和原因的作用","authors":"Marco Rüth, Maria Jansen, Kai Kaspar","doi":"10.1111/jcal.12994","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Objective</h3>\n \n <p>To better understand the role of university students' needs, conceptions and reasons regarding cheating in online exams.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Implications</h3>\n \n <p>Addressing students' needs and considering their conceptions and reasons could be a learner-centred approach to decrease cheating behaviour.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"1987-2008"},"PeriodicalIF":5.1000,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12994","citationCount":"0","resultStr":"{\"title\":\"Cheating behaviour in online exams: On the role of needs, conceptions and reasons of university students\",\"authors\":\"Marco Rüth, Maria Jansen, Kai Kaspar\",\"doi\":\"10.1111/jcal.12994\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objective</h3>\\n \\n <p>To better understand the role of university students' needs, conceptions and reasons regarding cheating in online exams.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Implications</h3>\\n \\n <p>Addressing students' needs and considering their conceptions and reasons could be a learner-centred approach to decrease cheating behaviour.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"40 5\",\"pages\":\"1987-2008\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2024-05-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12994\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.12994\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.12994","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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 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.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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