The Metaphorical Perceptions of Prospective Engineering Teachers Towards the “Education”, “Teacher” and “Teaching” Concepts

Lessons learned during Covid-19 concerning cheating in e-examinations by university students

“…Using documents or tools which are not permitted to be used during the examination i.e. forbidden aids such as social media, phones (Lancaster and Clarke, 2017;Peculean and Peculea, 2020).…”

“…Looking at the answers of other students (Trost, 2009) or hacking the system to find the answers (Peculean and Peculea, 2020).…”

“…Other researchers (Wu et al, 2020) argue that priming legal consequences as well as reinforcing the concept of honesty would reduce cheating. An idea also put forward by Peculean and Peculea (2020) who argue that universities ought to: establish strong and clear policies regarding cheating; inform the students; and apply the policy regardless of consequences in an effort to "develop more responsible students and ultimately more responsible citizens" (McCabe, 2005, p. 29).…”

“…Similarly, Lodhia (2018) note that there has been 40% increase in the number of student cheating in the Russell Group Universities. Other researchers have reported a link between students who cheat and those who may behave unethically at work (Lawson, 2004;Peculean and Peculea, 2020). Others (Ranger et al, 2020) assert that once cheating is tolerated, a cheating culture is induced thus, other students are also encouraged to cheat.…”

“…Thus, the focus or the outcome of going to university is the road to Ithaka and one ought not to try to find quick-fix methods by cheating. In fact, Peculean and Peculea (2020) advocate that "universities should have a simultaneous influence on the development of students" through their intellectual development by contributing to the prosperity of society and in addressing their moral competences (p. 30). The Covid-19 pandemic has not only created opportunities for internet fraud (Fei Ma and McKinnon, 2022), romance fraud (Buil-Gil and Zeng, 2022) and other types of fraud (ACCC, 2021) but has, also, created uncertainty about the status of student learning outcomes (Kinzie, 2020) and, at the same time, opportunities were created for students to cheat the system.…”