Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic
Abstract Academic integrity establishes a code of ethics that transfers over into the job force and is a critical characteristic in scientists in the twenty-first century. A student’s perception of cheating is influenced by both internal and external factors that develop and change through time. For...
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oai:doaj.org-article:858aae8774994c628d5654dc3ec54d262021-11-21T12:42:01ZWhy and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic10.1007/s40979-021-00089-31833-2595https://doaj.org/article/858aae8774994c628d5654dc3ec54d262021-11-01T00:00:00Zhttps://doi.org/10.1007/s40979-021-00089-3https://doaj.org/toc/1833-2595Abstract Academic integrity establishes a code of ethics that transfers over into the job force and is a critical characteristic in scientists in the twenty-first century. A student’s perception of cheating is influenced by both internal and external factors that develop and change through time. For students, the COVID-19 pandemic shrank their academic and social environments onto a computer screen. We surveyed science students in the United States at the end of their first COVID-interrupted semester to understand how and why they believed their peers were cheating more online during a pandemic. Almost 81% of students indicated that they believed cheating occurred more frequently online than in-person. When explaining why they believed this, students touched on proctoring, cheating influences, and extenuating circumstances due to COVID-19. When describing how they believed cheating occurred more frequently online, students touched on methods for cheating and surreptitious behavior. The student reasonings were associated with four theories (game theory, Kohlberg’s theory of moral development, neutralization theory, and planned behavior theory) that have been used to examine academic dishonesty. Our results can aid institutions in efforts to quell student concerns about their peers cheating during emergencies. Interestingly, most student beliefs were mapped to planned behavior theory while only a few students were mapped to neutralization theory, suggesting it was a novel modality of assessment rather than a pandemic that shaped student perceptions.Lisa L. WalshDeborah A. LichtiChristina M. Zambrano-VargheseAshish D. BorgaonkarJaskirat S. SodhiSwapnil MoonEmma R. WesterKristine L. Callis-DuehlBMCarticleAcademic dishonestyAssessmentCheatingCOVID-19EmergencyIntegrityTheory and practice of educationLB5-3640ENInternational Journal for Educational Integrity, Vol 17, Iss 1, Pp 1-18 (2021) |
| institution |
DOAJ |
| collection |
DOAJ |
| language |
EN |
| topic |
Academic dishonesty Assessment Cheating COVID-19 Emergency Integrity Theory and practice of education LB5-3640 |
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Academic dishonesty Assessment Cheating COVID-19 Emergency Integrity Theory and practice of education LB5-3640 Lisa L. Walsh Deborah A. Lichti Christina M. Zambrano-Varghese Ashish D. Borgaonkar Jaskirat S. Sodhi Swapnil Moon Emma R. Wester Kristine L. Callis-Duehl Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic |
| description |
Abstract Academic integrity establishes a code of ethics that transfers over into the job force and is a critical characteristic in scientists in the twenty-first century. A student’s perception of cheating is influenced by both internal and external factors that develop and change through time. For students, the COVID-19 pandemic shrank their academic and social environments onto a computer screen. We surveyed science students in the United States at the end of their first COVID-interrupted semester to understand how and why they believed their peers were cheating more online during a pandemic. Almost 81% of students indicated that they believed cheating occurred more frequently online than in-person. When explaining why they believed this, students touched on proctoring, cheating influences, and extenuating circumstances due to COVID-19. When describing how they believed cheating occurred more frequently online, students touched on methods for cheating and surreptitious behavior. The student reasonings were associated with four theories (game theory, Kohlberg’s theory of moral development, neutralization theory, and planned behavior theory) that have been used to examine academic dishonesty. Our results can aid institutions in efforts to quell student concerns about their peers cheating during emergencies. Interestingly, most student beliefs were mapped to planned behavior theory while only a few students were mapped to neutralization theory, suggesting it was a novel modality of assessment rather than a pandemic that shaped student perceptions. |
| format |
article |
| author |
Lisa L. Walsh Deborah A. Lichti Christina M. Zambrano-Varghese Ashish D. Borgaonkar Jaskirat S. Sodhi Swapnil Moon Emma R. Wester Kristine L. Callis-Duehl |
| author_facet |
Lisa L. Walsh Deborah A. Lichti Christina M. Zambrano-Varghese Ashish D. Borgaonkar Jaskirat S. Sodhi Swapnil Moon Emma R. Wester Kristine L. Callis-Duehl |
| author_sort |
Lisa L. Walsh |
| title |
Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic |
| title_short |
Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic |
| title_full |
Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic |
| title_fullStr |
Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic |
| title_full_unstemmed |
Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic |
| title_sort |
why and how science students in the united states think their peers cheat more frequently online: perspectives during the covid-19 pandemic |
| publisher |
BMC |
| publishDate |
2021 |
| url |
https://doaj.org/article/858aae8774994c628d5654dc3ec54d26 |
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