Responding to the COVID-19 emergency: Student and academic staff perceptions of academic integrity in the transition to online exams at three Australian universities
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This paper explores the perceptions of academic staff and students to student cheating behaviours in online exams and other online assessment formats. The research took place at three Australian universities in July and August 2020 during the emergency transition to online learning and assessment in response to the COVID-19 pandemic. The study sought to inform decision making about the future of online exams at the participating universities. Quantitative and qualitative data were collected using online surveys. The findings of the study led to seven key observations, most notably the need to redefine the characteristics of academic misconduct to account for changes wrought to examinations in a digital world. The study concludes with lessons learned in relation to enhancing academic integrity in digital examinations and assessments.
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The pandemic resulted in increases in student or academic staff perceptions of academic dishonesty.
“as well as increases in student or academic staff perceptions of AD (Amzalag et al., 2021; Reedy et al., 2021; Walsh et al., 2021) occurring.”
From Academic Integrity considerations of AI Large Language Models in the post-pandemic era: ChatGPT and beyond (2023) · cites this paper as Reedy et al., 2021
The COVID-19 pandemic caused increases in student or academic staff perceptions of academic dishonesty occurring.
“as well as increases in student or academic staff perceptions of academic dishonesty occurring (Amzalag et al., 2021; Reedy et al., 2021; Walsh et al., 2021).”
From Academic Integrity considerations of AI Large Language Models in the post-pandemic era: ChatGPT and beyond (2023) · cites this paper as Reedy et al., 2021
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Moral Disengagement Leading to Social Acceptance of Academic Misconduct: A Predictor of Behavior
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- Authors
- Reedy, A., Pfitzner, D., Rook, L., & Ellis, L.
- Affiliations
- Charles Darwin University (AU)
- University of Wollongong (AU)
- University of Tasmania (AU)
- Corresponding author
- Reedy, Alison
- Venue
- International Journal for Educational Integrity
- Published
- 2021-03-26
- Volume
- 17
- Issue
- 1
- ISSN
- 1833-2595 (ISSN-L)
- PMC
- PMC7995680
- OpenAlex
- W3139679515
- Cited by
- 168
- References
- 53
- Citations by year
- 2026: 10 · 2025: 18 · 2024: 40 · 2023: 48 · 2022: 32 · 2021: 20
- FWCI
- 43.76
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- International Journal for Educational Integrity (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- Research Online (University of Wollongong) (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Safety Research › Academic integrity and plagiarism
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Law › Legal Issues in Education
- Keywords
- academic integrity, online examinations, academic dishonesty, academic misconduct, online assessment, COVID-19 pandemic, emergency remote teaching, student perceptions, academic staff perceptions, digital examination, higher education
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