Perspectives of Czech High School Students on Cheating in Remote Education.
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| Title: | Perspectives of Czech High School Students on Cheating in Remote Education. |
|---|---|
| Authors: | Černochová, Miroslava1 miroslava.cernochova@pedf.cuni.cz, Selcuk, Hasan2 hasan.selcuk@lu.lv, Podoljak, Tomáš1 t.podoljak@centrum.cz |
| Source: | Proceedings of the European Conference on e-Learning (ECEL). 2024, Vol. 23 Issue 1, p60-68. 9p. |
| Subject Terms: | *Online education, *High school students, *COVID-19 pandemic, *Educators' attitudes, Digital technology |
| Abstract: | This study explores the perspectives of Czech high school students on using digital technologies for cheating during remote education, a phenomenon encouraged by the abrupt transition to online learning due to the COVID-19 pandemic. Through a mixed-methods research design, this study collected data via an online questionnaire with 24 questions completed by 316 students from secondary schools and conducted individual interviews with seven teachers. In their study, the authors focus on three questions: How much do high school students know which digital technology they can use for cheating in remote online education? What are their experiences with cheating in remote online education? What are the preventive solutions recommended by students and teachers to eliminate online cheating? The research findings indicate that students perceive online cheating as justifiable, primarily due to their disengagement with the course material and lack of interest in learning under the pandemic's extraordinary circumstances. Students frequently used technical means for cheating, with mobile phones and screen-sharing during online tests being the most popular methods. Additionally, the use of internet resources to find answers was the most commonly reported form of online cheating. To address this issue, students outlined various anti-cheating strategies, categorised into three perspectives: pessimistic, practical, and critical-realistic. The pessimistic perspective indicates scepticism about the feasibility of effectively combating cheating, whereas the practical perspective offers tangible, immediate solutions. The critical-realistic view provides a thoughtful and pragmatic approach to the problem, suggesting a balance between understanding the complexities of cheating and implementing realistic measures. The study highlights educators' critical role and emphasises the importance of aligning assessment methods with students' learning needs and expectations to reduce cheating tendencies naturally. The rise of AI technologies has introduced new dimensions to the problem of online cheating, as AI tools can facilitate academic dishonesty. However, AI can help detect and prevent cheating. The authors suggest using formative assessments and creating an engaging, supportive online learning environment to deter dishonesty and promote academic integrity. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the European Conference on e-Learning (ECEL) is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181739140 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Perspectives of Czech High School Students on Cheating in Remote Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Černochová%2C+Miroslava%22">Černochová, Miroslava</searchLink><relatesTo>1</relatesTo><i> miroslava.cernochova@pedf.cuni.cz</i><br /><searchLink fieldCode="AR" term="%22Selcuk%2C+Hasan%22">Selcuk, Hasan</searchLink><relatesTo>2</relatesTo><i> hasan.selcuk@lu.lv</i><br /><searchLink fieldCode="AR" term="%22Podoljak%2C+Tomáš%22">Podoljak, Tomáš</searchLink><relatesTo>1</relatesTo><i> t.podoljak@centrum.cz</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+European+Conference+on+e-Learning+%28ECEL%29%22">Proceedings of the European Conference on e-Learning (ECEL)</searchLink>. 2024, Vol. 23 Issue 1, p60-68. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators'+attitudes%22">Educators' attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study explores the perspectives of Czech high school students on using digital technologies for cheating during remote education, a phenomenon encouraged by the abrupt transition to online learning due to the COVID-19 pandemic. Through a mixed-methods research design, this study collected data via an online questionnaire with 24 questions completed by 316 students from secondary schools and conducted individual interviews with seven teachers. In their study, the authors focus on three questions: How much do high school students know which digital technology they can use for cheating in remote online education? What are their experiences with cheating in remote online education? What are the preventive solutions recommended by students and teachers to eliminate online cheating? The research findings indicate that students perceive online cheating as justifiable, primarily due to their disengagement with the course material and lack of interest in learning under the pandemic's extraordinary circumstances. Students frequently used technical means for cheating, with mobile phones and screen-sharing during online tests being the most popular methods. Additionally, the use of internet resources to find answers was the most commonly reported form of online cheating. To address this issue, students outlined various anti-cheating strategies, categorised into three perspectives: pessimistic, practical, and critical-realistic. The pessimistic perspective indicates scepticism about the feasibility of effectively combating cheating, whereas the practical perspective offers tangible, immediate solutions. The critical-realistic view provides a thoughtful and pragmatic approach to the problem, suggesting a balance between understanding the complexities of cheating and implementing realistic measures. The study highlights educators' critical role and emphasises the importance of aligning assessment methods with students' learning needs and expectations to reduce cheating tendencies naturally. The rise of AI technologies has introduced new dimensions to the problem of online cheating, as AI tools can facilitate academic dishonesty. However, AI can help detect and prevent cheating. The authors suggest using formative assessments and creating an engaging, supportive online learning environment to deter dishonesty and promote academic integrity. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the European Conference on e-Learning (ECEL) is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.34190/ecel.23.1.2773 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 60 Subjects: – SubjectFull: Online education Type: general – SubjectFull: High school students Type: general – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Educators' attitudes Type: general – SubjectFull: Digital technology Type: general Titles: – TitleFull: Perspectives of Czech High School Students on Cheating in Remote Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Černochová, Miroslava – PersonEntity: Name: NameFull: Selcuk, Hasan – PersonEntity: Name: NameFull: Podoljak, Tomáš IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 20488637 Numbering: – Type: volume Value: 23 – Type: issue Value: 1 Titles: – TitleFull: Proceedings of the European Conference on e-Learning (ECEL) Type: main |
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