How COVID-19 Quarantine Influenced Online Exam Cheating: A Case of Bangladesh University Students

Abdelrahim, Yousif

doi:10.35741/issn.0258-2724.56.1.18

Cited by 15 publications

(9 citation statements)

References 5 publications

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“…The Covid-19 pandemic, which has been going on for about a year, demands that learning be carried out online. Through their research, Churiyah, Sholikhan, Filianti, and Sakdiyyah (2020) and Abdelrahim (2021) state that this online learning system is a psychological challenge for teachers and students. On the one hand, teachers are required to convey lesson materials as clearly as possible so that all students are able to receive them well.…”

Section: Introductionmentioning

confidence: 99%

Humor as an Approach Used by Teacher to Evoke Students’ Motivation in EFL Online Learning

Nashruddin

Alam²

2021

JETAL

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Covid-19 pandemic condition demands the learning activities to be conducted online. The current study aims to investigate the types of humor inserted by the teacher in the EFL online teaching-learning activities, and students� responses toward the teacher�s humor. The participants of this descriptive qualitative research are an EFL teacher and 29 students of the 2nd grade at SMA Muhammadiyah Barru. To collect data about the types of humor used by the teacher, the researchers directly observe the online learning activities conducted by the teacher and his students. For gaining the deepest data about students� responses toward the teacher�s humor, the researchers randomly interview 10 from those 29 students. The researchers found that in the online teaching-learning activities, the teacher inserted humorous words that based on the theory were classified into pun fan, joke, innuendo, malapropism, and absurdity. Besides that, the researchers also found new types of humor used by the teacher, which were then named as local humor and plesetan humor. From the interview result, it is found students� responses towards the teacher�s humor indicate that humor maintains students� focus in learning activities, stimulates students to solve problems quickly, and keeps students� self-confidence in online learning.

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Section: Introductionmentioning

confidence: 99%

Humor as an Approach Used by Teacher to Evoke Students’ Motivation in EFL Online Learning

Nashruddin

Alam²

2021

JETAL

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“…Perceptions on teaching activities. More than half of the students say that exams are easy to pass in online education, compared to onsite education, due to the lack of proctoring (Reedy et al, 2021), the opportunity to communicate with classmates, the availability of course material or easy access to online informational resources without being penalized since it is almost impossible to prove online cheating (Bilen & Matros, 2021), the opportunity to obtain a better grade (Abdelrahim, 2021;Dendir & Maxwell, 2020).…”

Section: Discussionmentioning

confidence: 99%

University Students' Perceptions On Online And Onsite Education During Covid-19 Pandemic

Ionescu¹

2023

Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, Un

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The COVID-19 pandemic has led to major changes in education. In a short time, both students and teachers had to make the transition from onsite to online education in the spring of 2020. This study aims to identify university students' perceptions on online and onsite education, in the context of COVID-19 pandemic, after returning to onsite education, in March 2022. 420 Bachelor and Master degree students from a medium sized state university took part in this survey. Our study investigated students' perceptions on teaching activities, on social interaction with teachers and colleagues, on time management and preference in online and onsite education. The results indicate students' preference for online learning. More than half of the students say that exams are easy to pass in online education, compared to onsite education, they feel relaxed during online classes and tired at the end of onsite classes and emphasize the advantage of online learning in terms of availability of materials and instruments needed for academic assignments. The majority of students consider that they manage their time more efficiently in online education and if they would have the power to decide on the format of academic activities, students would choose the online format.

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“…Abdelrahim (2021) found that the factors that contribute to online cheating include stress, anxiety, depression, loneliness, the feeling of helplessness, social distancing, social isolation, peer and academic pressure, lack of understanding of course materials, lack of independent learning, not using software that monitors e-cheating, lack of monitoring, willingness to get a high and best grade, finding it is easy to cheat, and worries about jobs.…”

Section: Educational Factorsmentioning

confidence: 99%

Assessing the impact of COVID-19 on architectural education: a case study of Jordanian Universities

Alhusban,

Alhusban

2023

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PurposeThis research aimed to define the factors that may impact the effectiveness of online architectural education during COVID-19 and to examine the degree of students' and instructors' satisfaction with these factors among Jordanian governmental universities. Further, the research examines the relationships/interrelationships between the degree of their satisfaction with these factors and the students' and instructors' age, gender, education level, home size, and family size.Design/methodology/approachDifferent research methods were used to achieve the research purposes, including semi-structured interviews, online questionnaires and reviewing recent literature. This research used descriptive statistics and Pearson product-moment correlation coefficient (Pearson r) to analyze the data.FindingsThis research found that online architectural education during COVID-19 was stressful. It was ineffective in teaching practical architectural courses like design and negatively affected the architectural learning process and outcomes. In contrast, the online teaching of architectural theoretical courses was reliable and convenient if the students and instructors had intentional, sufficient technological and appropriate resources. Online architectural education negatively affected the students' design ability and skills, peer review, intended learning outcomes (ILOs) achievements, the quality of feedback, workload, interaction mode, participation, collaboration, productivity and increased cheating on online exams. The home environment was unsuitable for online architectural education. Family interventions, privacy, home size and family size significantly influence online architectural education's effectiveness.Originality/valueStudents' and instructors' satisfaction determines the continuity of using online teaching mode, which depends on information quality, system quality, service quality, perceived ease of use, perceived usefulness, achieved intended learning outcomes, cognitive absorption, skills, motivation, engagement, implementing resources and strategies and positive emotions as hope and enjoyment. Students' and instructors' satisfaction reflects how they view their learning experience, which is crucial in assessing the effectiveness of online education quality that focuses on the context, input, process and product, which is still not clearly understood, particularly for developing countries.

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How COVID-19 Quarantine Influenced Online Exam Cheating: A Case of Bangladesh University Students

Cited by 15 publications

References 5 publications

Humor as an Approach Used by Teacher to Evoke Students’ Motivation in EFL Online Learning

Humor as an Approach Used by Teacher to Evoke Students’ Motivation in EFL Online Learning

University Students' Perceptions On Online And Onsite Education During Covid-19 Pandemic

Assessing the impact of COVID-19 on architectural education: a case study of Jordanian Universities

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