Systematic Collective e-Cheating in a Saudi Arabian Higher Education Context:: A Case Study
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Amel M. Shoaib [1] ; Khawla A. Zahran [2]
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[1] King Abdulaziz University
King Abdulaziz University
Arabia Saudí
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[2] Dar Al-Hekma University
Dar Al-Hekma University
Arabia Saudí
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- Localización: Higher learning research communications: HLRC, ISSN-e 2157-6254, Vol. 11, Nº. 2, 2021, págs. 111-130
- Idioma: inglés
- Enlaces
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Resumen
Objectives: The primary purpose was to investigate organized group cheating in a Middle Eastern institution during the shift to e-learning brought on by the COVID-19 pandemic in 2019.
Method: The study explores the personal experiences of ten Saudi Arabian English as a Foreign Language program graduates in a higher education institution through in-depth interviews via qualitative interpretative phenomenological analysis. The study was guided by Ajzen’s theory of planned behavior.
Results: A novel type of misconduct coined systematic collective e-cheating was identified and discussed. In addition, insights on the causes and types of e-cheating in a Middle Eastern context were provided.
Conclusions: Academic misconduct was directly influenced by a rapid transition to e-learning, societal culture, and subjective norms, all of which jointly contributed to shifts in ethical perceptions leading to increased reports of cheating.
Implication for Theory and/or Practice: Education professionals need to be aware of underlying issues related to unethical behavior and encourage students to understand and address negative ideologies regarding ethics on a societal level. Efforts must also be made to raise instructor awareness of academic misconduct in elearning through comprehensive professional development programs. Furthermore, with the increased use of technology in education, if the social, cultural, and perceptional factors are not addressed, educational systems will be impacted, affecting the credibility and value of academic degrees should cheating become the norm.
