Are Online Exams an Invitation to Cheat?
AbstractIn this study, the authors use data from two online courses in principles of economics to estimate a model that predicts exam scores from independent variables of student characteristics. In one course, the final exam was proctored, and in the other course, the final exam was not proctored. In both courses, the first three exams were unproctored. If no cheating took place, the authors expected the prediction model to have the same explanatory power for all exams, and, conversely, if cheating occurred in the unproctored exam, the explanatory power would be lower. Their findings are that both across and within class, variations in the R -squared statistic suggest that cheating was taking place when the exams were not proctored.
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Bibliographic InfoArticle provided by Taylor & Francis Journals in its journal The Journal of Economic Education.
Volume (Year): 39 (2008)
Issue (Month): 2 (April)
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Other versions of this item:
- A2 - General Economics and Teaching - - Economic Education and Teaching of Economics
- A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
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- Peter Navarro, 2000. "Economics in the Cyberclassroom," Journal of Economic Perspectives, American Economic Association, vol. 14(2), pages 119-132, Spring.
- Oskar R. Harmon & James Lambrinos, 2006. "Online Format vs. Live Mode of Instruction: Do Human Capital Differences or Differences in Returns to Human Capital Explain the Differences in Outcomes?," Working papers 2006-07, University of Connecticut, Department of Economics.
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