Unethical practices in online classes during COVID-19 pandemic: an analysis of affordances using routine activity theory

Abstract

Purpose While online classes have enabled many universities to carry out their regular academic activities, they have also given rise to new and unanticipated ethical concerns. We focus on the “dark side” of online class settings and attempt to illuminate the ethical problems associated with them. The purpose of this study is to investigate the affordances stemming from the technology-user interaction that can result in negative outcomes. We also attempt to understand the context in which these deleterious affordances are actualized. Design/methodology/approach We obtain the data from narratives written by students at a top private university in Bangladesh about their experiences of online classes and exams and from focus group discussions with them. We use the lens of affordance theory to identify the abilities that goal-oriented actors – primarily students – obtain from the technology-user interactions, which result in negative outcomes. We also attempt to understand the contextual actualization of those affordances through the lens of Routine Activity Theory (RAT). Findings We find three deleterious affordances and three associated deviant outcomes. Non-monitorability which results in academic dishonesty, disguiseability which results in cyber-truancy, and intrudeability which results in embarrassment and harassment. Our findings reveal a deeper underlying problem with the existing educational approach in the universities of Bangladesh and suggest that there is a need to introduce more modern teaching techniques focused on issues such as student engagement and interactive learning. Originality/value To the best of our knowledge, this is the first paper that combines affordance theory with RAT to identify unethical practices observed in online class settings in the context of a least developed country like Bangladesh and to examine the environmental components that give rise to the pre-conditions for the unethical practices to surface.

The Research on Online Teaching of Chinese College Students during the COVID-19 Pandemic

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Beyond Exams: Investigating AI Tool Impact on Student Attitudes, Ethical Awareness, and Academic Dishonesty in Online College Assessments

“…The investigation of the frequency and qualities of the various forms of academic dishonesty plays a crucial role in developing a comprehensive comprehension of the significant obstacles that educators and institutions face when striving to uphold academic integrity in online educational settings. While research reflected a decrease in plagiarism cases from 1990 to 2020 (Curtis & Tremayne, 2021;Curtis, 2022), the onset of the COVID-19 pandemic has introduced new challenges, leading to an increase in reported incidents of academic dishonesty (Efetie, 2021;Stoesz et al, 2023;Erguvan, 2021;Basken, 2020;Jenkins et al, 2023;Yazici et al, 2022;Elsalem et al, 2021;Chang et al, 2021;Davies & Al sharefeen, 2022;Gamage et al, 2020;Wahab et al, 2022;Malik et al, 2023;Münscher, 2022;Hazra & Priyo, 2022;Erguvan, 2021;Janke et al, 2021;Maryon et al, 2022;Comas-Forgas et al, 2021;Ives & Cazan, 2023;Maryon et al, 2022). Similarly, the pandemic situation has impacted the attitudes and viewpoints of both students and academic staff (Perkins, 2023) and the post-pandemic phenomenon introduced yet another challenge of academic dishonesty tool.…”