Cheating and Plagiarism in E-Assessment: Students’ Perspectives

	Experience in a course in which all assessment has been conducted online	N	Mean	Std. Deviation	sd	t	P
I1.1-It is plagiarism if I help or work together with a classmate in an individual activity and the work we submit is similar or identical	Yes	275	2,97	1,356	938	,552	,581
	No	665	2,92	1,301
I1.2-It is cheating if I copy-paste information from a website in a work developed by me without citing the original source	Yes	275	3,61	1,347	938	–,311	,756
	No	665	3,64	1,283

[i] Although the total sample size was 952, due to missing values the sample was recorded as 940 for this analysis.

Table 2

The Impact of Students’ Online Course Experiences On Their Trust in E-Assessments

	Experience in a course in which all assessment has been conducted online	N	Mean	Std. Deviation	sd	t	P
I2.1- I would trust an assessment system in which all assessment occurs online	Yes	275	3,47	1,147	939	1,810	,621
	No	666	3,32	1,135

[i] Although the total sample size was 952, due to missing values the sample was recorded as 941 for this analysis.

Table 3

Analysis of Variance Results on Comparison of the Cheating and Plagiarism Perception Scores of the Three Groups

		N	Mean	Std. Deviation		Sum of Squares	df	Mean Square	F	Sig.
I3.1-It is plagiarism if I help or work together with a classmate in an individual activity and the work we submit is similar or identical	DE	532	2,80	1,378	Between Groups	24,295	2	12,147	7,098	,001
	F2F	335	3,15	1,196	Within Groups	1603,616	937	1,711
	Blended	73	2,92	1,278	Total	1627,911	939
	Total	940*	2,93	1,317
I3.2-It is cheating if I copy-paste information from a website in a work developed by me without citing the original source	DE	532	3,25	1,373	Between Groups	184,198	2	92,099	61,393	,000
	F2F	335	4,16	,980	Within Groups	1405,644	937	1,500
	Blended	73	4,05	1,079	Total	1589,841	939
	Total	940*	3,64	1,301

* Although the total sample size was 952, due to missing values the sample was recorded as 940 for this analysis.

Table 4

The Results of Tamhane’s T2 Post-Hoc Tests Applied to Determine the Source of the Cheating and Plagiarism Perception Scores

	(I) Group	(J) Group	Mean Diff. (I-J)	Std. Error	Sig.
I3.1	DE	F2F	–,344^*	,089	,000
	DE	Blended	–,115	,161	,856
	F2F	DE	,344^*	,089	,000
	F2F	Blended	,228	,163	,417
	Blended	DE	,115	,161	,856
	Blended	F2F	–,228	,163	,417
I3.2	DE	F2F	–,910^*	,080	,000
	DE	Blended	–,807^*	,140	,000
	F2F	DE	,910^*	,080	,000
	F2F	Blended	,103	,137	,836
	Blended	DE	,807^*	,140	,000
	Blended	F2F	–,103	,137	,836

Table 5

Analysis of Variance Results On the Comparison of the Scores Obtained by the Three Groups on Trust in E-Assessment

		N	Mean	Std. Deviation		Sum of Squares	df	Mean Square	F	Sig.
I4.1 - I would trust an assessment system in which all assessment occurs online	DE	532	3,25	1,239	Between Groups	21,447	2	10,724	8,379	,000
	F2F	335	3,57	,964	Within Groups	1200,527	938	1,280
	Blended	74	3,28	1,014	Total	1221,974	940
	Total	941*	3,36	1,140

* Although the total sample size was 952, due to missing values sample was was recorded as 941 for this analysis.

Table 6

The Results of Post-Hoc Tests Applied to Determine the Source of Trust in E-Assessment Scores

	(I) Group	(J) Group	Mean Diff. (I-J)	Std. Error	Sig.
I4.1	DE	F2F	–,319^*	,075	,000
	DE	Blended	–,036	,130	,990
	F2F	Online	,319^*	,075	,000
	F2F	Blended	,283	,129	,088
	Blended	Online	,036	,130	,990
	Blended	F2F	–,283	,129	,088

Table 7

Students’ responses according the mode of learning

	DE		F2F		Blended		Total
	F	%	F	%	F	%	F	%
Yes	104	19,62	112	34,25	20	32,79	236	25,71
No	160	30,19	123	37,61	28	45,90	311	33,88
I don’t know	266	50,19	92	28,13	13	21,31	371	40,41
Total	530	100	327	100	61	100	918	100

References

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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