Perspectives of Czech High School Students on Cheating in Remote Education

Authors

DOI:

https://doi.org/10.34190/ecel.23.1.2773

Keywords:

on-line cheating, Remote Online Education, High School, Covid-19 Pandemic, Plagiarism, Anti-cheating strategy

Abstract

This study explores the perspectives of Czech high school students on using digital technologies for cheating during remote education, a phenomenon encouraged by the abrupt transition to online learning due to the COVID-19 pandemic. Through a mixed-methods research design, this study collected data via an online questionnaire with 24 questions completed by 316 students from secondary schools and conducted individual interviews with seven teachers. In their study, the authors focus on three questions: How much do high school students know which digital technology they can use for cheating in remote online education? What are their experiences with cheating in remote online education? What are the preventive solutions recommended by students and teachers to eliminate online cheating? The research findings indicate that students perceive online cheating as justifiable, primarily due to their disengagement with the course material and lack of interest in learning under the pandemic's extraordinary circumstances. Students frequently used technical means for cheating, with mobile phones and screen-sharing during online tests being the most popular methods. Additionally, the use of internet resources to find answers was the most commonly reported form of online cheating. To address this issue, students outlined various anti-cheating strategies, categorised into three perspectives: pessimistic, practical, and critical-realistic. The pessimistic perspective indicates scepticism about the feasibility of effectively combating cheating, whereas the practical perspective offers tangible, immediate solutions. The critical-realistic view provides a thoughtful and pragmatic approach to the problem, suggesting a balance between understanding the complexities of cheating and implementing realistic measures. The study highlights educators' critical role and emphasises the importance of aligning assessment methods with students' learning needs and expectations to reduce cheating tendencies naturally. The rise of AI technologies has introduced new dimensions to the problem of online cheating, as AI tools can facilitate academic dishonesty. However, AI can help detect and prevent cheating. The authors suggest using formative assessments and creating an engaging, supportive online learning environment to deter dishonesty and promote academic integrity.

Author Biographies

Miroslava Černochová, Charles University, Faculty of Education

Miroslava Černochová, a doctorate holder from Charles University, has been a teacher educator and researcher since 1985 at the Faculty of Education. She focuses on integrating digital technology into schools and developing digital competence in teacher education. Her research centers on computational thinking and educational problems related to computing education.

Hasan Selcuk, University of Latvia

Dr. Hasan Selcuk is an Assistant Professor at the University of Latvia. He previously held a postdoctoral position at Charles University, Prague, and earned his PhD from King’s College London. His research focuses on computer-assisted language learning, and teaching computational thinking to primary school student teachers.

Tomáš Podoljak

Tomáš Podoljak did his MA study at the Faculty of Education, Charles University.

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Published

2024-10-23