An integrative review of security and integrity strategies in an academic environment: Current understanding and emerging perspectives

Amigud, Alexander; Arnedo-Moreno, Joan; Daradoumis, Τhanasis; Rodríguez, M. Elena

doi:10.1016/j.cose.2018.02.021

Cited by 25 publications

(18 citation statements)

References 20 publications

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“…Institutions should also invest in rigorous training programs that provide instructors with the tools to effectively design and deliver online courses, as well as training for both instructors and students on how to effectively engage and learn in an online course. Additionally, institutions must explore academic integrity issues, as this topic continues to be controversial in the education community. − Though we do not have conclusive recommendations regarding this topic, during the transition to online instruction, instructors at GGC used technology such as Respondus LockDown Browser (55%, Figure ) or Monitor (14%, Figure ) to preserve academic integrity during graded assessments. Finally, campus communities should build on the unplanned, but extremely valuable, professional development that occurred during the spring 2020 term.…”

Section: Implications For Future Instructionmentioning

confidence: 99%

Adapting to the COVID-19 Online Transition: Reflections in a General Chemistry Sequence Taught by Multiple Instructors with Diverse Pedagogies

et al. 2020

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Georgia Gwinnett College (GGC) is an open-access, four-year, public liberal arts college that emphasizes excellent instruction through active learning and small class sizes. The COVID-19 pandemic presented unique challenges to GGC general chemistry instructors as they sought to actively engage students in a new online setting. We reflect on the challenges faced by our college during this pandemic by analyzing student surveys, instructor reflections, and grade distributions across 20 sections of general chemistry 1 and 2 taught by 15 different instructors. We consider the most important challenges faced by students and the technology rapidly adopted by instructors. We then present three main themes found in the instructor reflections and consider the implications for going forward.

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Section: Implications For Future Instructionmentioning

confidence: 99%

Adapting to the COVID-19 Online Transition: Reflections in a General Chemistry Sequence Taught by Multiple Instructors with Diverse Pedagogies

et al. 2020

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“…Proctoring is one of the most used methods for identity assurance (Amigud et al, 2018). A variety of systems have been developed that monitor the student's screen as well as the visual and acoustic environment of students while taking an exam.…”

Section: Introductionmentioning

confidence: 99%

“…Naturally, when proctoring works (and is known to work) potential cheaters may be deterred and cheating becomes less frequent, but if it has negative side‐effects that potentially outweigh these positive effects, there is reason to be concerned. These negative side‐effects can have a technical background, for instance that it is not clear how many false positives the proctoring process will produce because performance data of proctoring systems are lacking (Amigud et al, 2018). They could also be related to privacy concerns about the procedure or the storage of proctoring data.…”

Section: Introductionmentioning

confidence: 99%

“…Rather than detecting cheating, a wide variety of measures is employed to reduce cheating, specifically cheating in online exams, of which proctoring is one of the most often used approaches (Amigud et al, 2018). The service provider that offers the proctoring software for the university understudy, is Proctorio (http://www.proctorio.com), a provider commonly used within Dutch universities.…”

Section: Introductionmentioning

confidence: 99%

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The fear of big brother: The potential negative side‐effects of proctored exams

Conijn

Kleingeld

Matzat

et al. 2022

Computer Assisted Learning

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Background: Online and blended learning need an appropriate assessment strategy which ensures academic integrity. During the pandemic, many universities have chosen for online proctoring. Although some earlier examples suggest that online proctoring may reduce cheating, the potential side-effects of proctoring are largely unknown.Objectives: Therefore, this study aims to identify the effects of proctoring on students' self-reported temptation to cheat and potentially undesirable side-effects, including test anxiety, perceived exam difficulty, and performance. In addition, we examine which contextual and student characteristics affect test anxiety during online exams.Methods: For this, we collected four waves of survey data throughout a year of teaching during the pandemic at one faculty of a Dutch university, resulting in a total sample of 1760 students within 105 courses.Results and Conclusions: Multi-level analyses showed that while proctoring had no effect on the temptation to cheat, exam difficulty or performance, students reported higher levels of test anxiety. Some learning strategies, internet literacy, access to a reliable technology and a dedicated study space as well as gender and financial stress affect their test anxiety. To conclude, the decision to use online proctoring needs to consider the undesirable side-effect on test anxiety. We discuss practical implications for university administrators, educational designers and teachers to reduce test anxiety.

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“…The purpose of this study was to examine how academic misconduct is viewed and managed in universities in three countries, in a context where it is rapidly mutating. While previous research has examined approaches to managing misconduct (Pàmies et al 2019;Royal et al 2018), particularly in respect of prevention (Chauhan et al 2018;Levine and Pazdernik 2018;Stoesz and Yudintseva 2018), detection (Amigud et al 2018;Dawson et al 2019;Foltýnek et al 2019;Ison and Szathmary 2016;Shang 2019) and issues related to policy (Akbar and Picard 2019;de Maio et al 2020;Taylor and Bicak 2019;Ullah 2019), there is limited knowledge of how the issue of student academic misconduct is currently viewed and managed by universities in the international context. This study aims to address that deficit.…”

Section: Introductionmentioning

confidence: 99%

Managing the mutations: academic misconduct in Australia, New Zealand and the UK

et al. 2020

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Academic misconduct is a problem of growing concern across the tertiary education sector. While plagiarism has been the most common form of academic misconduct, the advent of software programs to detect plagiarism has seen the problem of misconduct simply mutate. As universities attempt to function in an increasingly complex environment, the factors that contribute to academic misconduct are unlikely to be easily mitigated. A multiple case study approach examined how academic misconduct is perceived in universities in in Australia, New Zealand and the United Kingdom via interviews with academics and administrators. The findings show that academic misconduct is a systemic problem that manifests in various ways and requires similarly diverse approaches to management. Greater consistency in policies and procedures, including a focus on preventative education for both staff and students, is key to managing the mutations of academic misconduct that continue to plague the higher education sector globally.

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An integrative review of security and integrity strategies in an academic environment: Current understanding and emerging perspectives

Cited by 25 publications

References 20 publications

Adapting to the COVID-19 Online Transition: Reflections in a General Chemistry Sequence Taught by Multiple Instructors with Diverse Pedagogies

Adapting to the COVID-19 Online Transition: Reflections in a General Chemistry Sequence Taught by Multiple Instructors with Diverse Pedagogies

The fear of big brother: The potential negative side‐effects of proctored exams

Managing the mutations: academic misconduct in Australia, New Zealand and the UK

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