Öz
Kaynakça
- Al Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alhajhoj Alqahtani, R. H. (2020). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in Society, 63, 101317. https://doi.org/10.1016/j.techsoc.2020.101317
- Ali, I., Narayan, A. K., & Gedera, D. (2022). Transforming assessment in accounting education to align with online learning. Pacific Accounting Review, 34(4), 536–547. https://doi.org/10.1108/PAR- 05-2021-0058
- Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in Light of COVID-19 Pandemic. Higher Education Studies, 10(3), 16–25.
- Arnold, I. J. M. (2016). Cheating at online formative tests: Does it pay off? The Internet and Higher Education, 29, 98–106. https://doi.org/10.1016/j.iheduc.2016.02.001
- Becker, D., Connolly, J., Lentz, P., & Morrison, J. (2006). Using the Business Fraud Triangle to Predict Academic Dishonesty among Business Students. The Academy of Educational Leadership Journal. https://www.semanticscholar.org/paper/Using-the-Business-Fraud-Triangle-to-Predict-among- Becker-Connolly/b6fd4e20a10b3577cd0abc2e04a5b6d71054efb8
Öz
This research study focuses on the growing concern of academic misconduct in distance education courses. A quasi-experimental study was conducted to measure the impact of introducing webcam recording software as an online supervision tool for high-stakes exams in two separate online courses (Management and Accounting). Results revealed that overall performance decreased following implementation of the software, and persisted after taking potential confounding factors into account. Additionally, the explanatory power of the regression analysis was higher for scores under supervision, which suggests that cheating was occurring before online supervision was introduced. It can be concluded from this study that online supervision is an effective tool to combat academic dishonesty in distance education courses.
Anahtar Kelimeler
Distance education remote learning cheating academic dishonesty.
Kaynakça
- Al Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alhajhoj Alqahtani, R. H. (2020). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in Society, 63, 101317. https://doi.org/10.1016/j.techsoc.2020.101317
- Ali, I., Narayan, A. K., & Gedera, D. (2022). Transforming assessment in accounting education to align with online learning. Pacific Accounting Review, 34(4), 536–547. https://doi.org/10.1108/PAR- 05-2021-0058
- Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in Light of COVID-19 Pandemic. Higher Education Studies, 10(3), 16–25.
- Arnold, I. J. M. (2016). Cheating at online formative tests: Does it pay off? The Internet and Higher Education, 29, 98–106. https://doi.org/10.1016/j.iheduc.2016.02.001
- Becker, D., Connolly, J., Lentz, P., & Morrison, J. (2006). Using the Business Fraud Triangle to Predict Academic Dishonesty among Business Students. The Academy of Educational Leadership Journal. https://www.semanticscholar.org/paper/Using-the-Business-Fraud-Triangle-to-Predict-among- Becker-Connolly/b6fd4e20a10b3577cd0abc2e04a5b6d71054efb8
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Hayat Boyu Öğrenme |
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Temmuz 2024 |
| Gönderilme Tarihi | 21 Nisan 2023 |
| Yayımlandığı Sayı | Yıl 2024 Cilt: 25 Sayı: 3 |