High School Students' Approaches to Cheating in Remote Education During COVID-19 Pandemic in the Czech Republic
Abstract
Prior research has documented that there is a noticeable increase in online cheating during remote education that is caused by the Covid-19 pandemic. This study attempted to investigate Czech high school students' approaches to online cheating during remote online learning.
Using a mixed-methods research paradigm, the researchers utilised an online questionnaire to obtain the views from the students (N=316). The researchers also used individual online interviews with teachers (N=7) to complement the students' responses to the questionnaire.
The study's findings indicated that remote online edu-cation led most students to believe online cheating is excusable since they were unwilling to learn and found the subjects not engaging and helpful for them during such a period. Besides, digital equipment (e.g., mobile phones, sharing a screen with another person) during online tests were the most pre-ferred technical instruments for cheating.
Using resources on the Internet was the most frequently self-reported online cheating. Students' recom-mended solutions to prevent online cheating were presented into three main groups of recommendations, which were (1) pessimistic, (2) practical, and (3) critical and realistic.
The findings further suggest that teachers consider students' needs and expectations from assessment in online education and create possibilities for formative assessment to minimise the inclinations to-wards online cheating.