Cheating and Plagiarism in E-Assessment: Students’ Perspectives

Serpil Kocdar; Abdulkadir Karadeniz; Roumiana Peytcheva-Forsyth; Vessela Stoeva

doi:10.5944/openpraxis.10.3.873

Cheating and Plagiarism in E-Assessment: Students’ Perspectives

Open Praxis

Volume 10 (2018): Issue 3

By: Serpil Kocdar , Abdulkadir Karadeniz , Roumiana Peytcheva-Forsyth and Vessela Stoeva

Open Access

|Jul 2018

Abstract

The aim of this study was to identify students’ perceptions on cheating and plagiarism and trust in e-assessment according to their assessment experience and mode of learning as well as exploring their concerns in e-assessment. Participants were 952 students from two public universities in Turkey and Bulgaria. The study was designed as a cross-sectional survey. A questionnaire consisting of closed and open-ended questions was applied to collect data. Descriptive statistics, t-test, ANOVA and thematic analyses were performed. According to the results, no significant difference was found on students’ perceptions towards cheating and plagiarism and their feelings of trust in e-assessment regarding students’ prior e-assessment experience. However, there was a significant difference on students’ perceptions towards cheating and plagiarism and their feelings of trust in e-assessment regarding the mode of learning they are involved in. In addition, students’ concerns about e-assessment were explored in details in the paper.

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Articles in this issue

DOI: https://doi.org/10.5944/openpraxis.10.3.873 | Journal eISSN: 2304-070X

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Language: English

Page range: 221 - 235

Submitted on: Apr 15, 2018

Accepted on: Jun 26, 2018

Published on: Jul 1, 2018

Published by: International Council for Open and Distance Education (ICDE)

In partnership with: Paradigm Publishing Services

Keywords:

e-assessment,

cheating,

plagiarism,

students’ perspectives,

higher education

© 2018 Serpil Kocdar, Abdulkadir Karadeniz, Roumiana Peytcheva-Forsyth, Vessela Stoeva, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 10 (2018): Issue 3