Responding to the COVID-19 emergency: student and academic staff perceptions of academic integrity in the transition to online exams at three Australian universities

International Journal for Educational Integrity

Alison Reedy¹  Darius Pfitzner¹  Leonie Ellis²  Laura Rook³ 

[1] Charles Darwin University, Darwin, Northern Territory, Australia;University of Tasmania, Tasmania, Australia;University of Wollongong, Wollongong, New South Wales, Australia;

关键词: Academic integrity;    Cheating;    Online exams;    COVID-19;    Pandemic;   

DOI  :  10.1007/s40979-021-00075-9

来源: Springer

【 摘 要 】

This paper explores the perceptions of academic staff and students to student cheating behaviours in online exams and other online assessment formats. The research took place at three Australian universities in July and August 2020 during the emergency transition to online learning and assessment in response to the COVID-19 pandemic. The study sought to inform decision making about the future of online exams at the participating universities. Quantitative and qualitative data were collected using online surveys. The findings of the study led to seven key observations, most notably the need to redefine the characteristics of academic misconduct to account for changes wrought to examinations in a digital world. The study concludes with lessons learned in relation to enhancing academic integrity in digital examinations and assessments.

【 授权许可】

CC BY