Responding to the COVID-19 emergency: student and academic staff perceptions of academic integrity in the transition to online exams at three Australian universities
Abstract 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 asse...
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doaj-f2a9c6b1c50e459da58055a82e7ece6d2021-03-28T11:03:23ZengBMCInternational Journal for Educational Integrity1833-25952021-03-0117113210.1007/s40979-021-00075-9Responding to the COVID-19 emergency: student and academic staff perceptions of academic integrity in the transition to online exams at three Australian universitiesAlison Reedy0Darius Pfitzner1Laura Rook2Leonie Ellis3Charles Darwin UniversityCharles Darwin UniversityUniversity of WollongongUniversity of TasmaniaAbstract 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.https://doi.org/10.1007/s40979-021-00075-9Academic integrityCheatingOnline examsCOVID-19Pandemic |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Alison Reedy Darius Pfitzner Laura Rook Leonie Ellis |
spellingShingle |
Alison Reedy Darius Pfitzner Laura Rook Leonie Ellis 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 Academic integrity Cheating Online exams COVID-19 Pandemic |
author_facet |
Alison Reedy Darius Pfitzner Laura Rook Leonie Ellis |
author_sort |
Alison Reedy |
title |
Responding to the COVID-19 emergency: student and academic staff perceptions of academic integrity in the transition to online exams at three Australian universities |
title_short |
Responding to the COVID-19 emergency: student and academic staff perceptions of academic integrity in the transition to online exams at three Australian universities |
title_full |
Responding to the COVID-19 emergency: student and academic staff perceptions of academic integrity in the transition to online exams at three Australian universities |
title_fullStr |
Responding to the COVID-19 emergency: student and academic staff perceptions of academic integrity in the transition to online exams at three Australian universities |
title_full_unstemmed |
Responding to the COVID-19 emergency: student and academic staff perceptions of academic integrity in the transition to online exams at three Australian universities |
title_sort |
responding to the covid-19 emergency: student and academic staff perceptions of academic integrity in the transition to online exams at three australian universities |
publisher |
BMC |
series |
International Journal for Educational Integrity |
issn |
1833-2595 |
publishDate |
2021-03-01 |
description |
Abstract 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. |
topic |
Academic integrity Cheating Online exams COVID-19 Pandemic |
url |
https://doi.org/10.1007/s40979-021-00075-9 |
work_keys_str_mv |
AT alisonreedy respondingtothecovid19emergencystudentandacademicstaffperceptionsofacademicintegrityinthetransitiontoonlineexamsatthreeaustralianuniversities AT dariuspfitzner respondingtothecovid19emergencystudentandacademicstaffperceptionsofacademicintegrityinthetransitiontoonlineexamsatthreeaustralianuniversities AT laurarook respondingtothecovid19emergencystudentandacademicstaffperceptionsofacademicintegrityinthetransitiontoonlineexamsatthreeaustralianuniversities AT leonieellis respondingtothecovid19emergencystudentandacademicstaffperceptionsofacademicintegrityinthetransitiontoonlineexamsatthreeaustralianuniversities |
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