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Are Online Exams an Invitation to Cheat?

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Author Info
Oskar R. Harmon (University of Connecticut)
James Lambrinos (Union University)

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Abstract

This study uses 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, in the other course the final exam was not proctored, and in both courses the first three exams were unproctored. If no cheating took place we expect 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. Our 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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File URL: http://www.econ.uconn.edu/working/2006-08r.pdf
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File Function: Full text, revised version
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File URL: http://www.econ.uconn.edu/working/2006-08.pdf
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File Function: Full text, first version
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Publisher Info
Paper provided by University of Connecticut, Department of Economics in its series Working papers with number 2006-08.

Download reference. The following formats are available: HTML (with abstract), plain text (with abstract), BibTeX, RIS (EndNote, RefMan, ProCite), ReDIF
Length: 18 pages
Date of creation: Mar 2006
Date of revision: Feb 2007
Publication status: Forthcoming in Journal of Economic Education
Handle: RePEc:uct:uconnp:2006-08

Note: Forthcoming in Journal of Economic Education
Contact details of provider:
Postal: University of Connecticut 341 Mansfield Road, Unit 1063 Storrs, CT 06269-1063
Phone: (860) 486-4889
Fax: (860) 486-4463
Web page: http://www.econ.uconn.edu/
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Related research
Keywords: online; cheating; assessment; undergraduate economics; face-to-face;

Find related papers by JEL classification:
A2 - General Economics and Teaching - - Economic Education and Teaching of Economics
A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

This paper has been announced in the following NEP Reports:

References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
  1. Peter Navarro, 2000. "Economics in the Cyberclassroom," Journal of Economic Perspectives, American Economic Association, vol. 14(2), pages 119-132, Spring. [Downloadable!] (restricted)
  2. Coates, Dennis & Humphreys, Brad R. & Kane, John & Vachris, Michelle A., 2004. ""No significant distance" between face-to-face and online instruction: evidence from principles of economics," Economics of Education Review, Elsevier, vol. 23(5), pages 533-546, October. [Downloadable!] (restricted)
  3. Oaxaca, Ronald, 1973. "Male-Female Wage Differentials in Urban Labor Markets," International Economic Review, Department of Economics, University of Pennsylvania and Osaka University Institute of Social and Economic Research Association, vol. 14(3), pages 693-709, October. [Downloadable!] (restricted)
    Other versions:
  4. Byron W. Brown & Carl E. Liedholm, 2002. "Can Web Courses Replace the Classroom in Principles of Microeconomics?," American Economic Review, American Economic Association, vol. 92(2), pages 444-448, May. [Downloadable!]
Full references

Cited by:
(explanations, Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.)

  1. 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. [Downloadable!]
Statistics
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This page was last updated on 2009-12-2.

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