Abstract
Even though normal schooling has resumed after long restrictions in response to the Covid-19 pandemic, the new norm of online components, especially e-exams, is going to be an inseparable part of educational practices thanks to the rapid development of time-saving digital educational tools. However, higher education institutions are facing an increasing challenge of inadequate integrity by students during unsupervised online tests and exams. This research work investigated the motives of cheating by undergraduate students, internal and external factors impacting the cheating including the exam score weight, the course level, authentication approach, and teacher’s choice of test designs such as proctored, non-proctored, and timed as well as the creative use of test tool functions. Moreover, whether there is a correlation between the choice of test design and the cheating by students has been explored through quantitative analysis of students’ survey results. In addition to the research results, there will be some suggestions on how to prevent online exam cheating by improving the digital literacy of both the teachers and students. The researcher is trying to contribute to the long-lasting concerns related to the credibility of assessments in degree programs through this small research conducted among undergraduate students and teachers of a public university in Mongolia.
Author Information
Undraa Enkhtaivan, National University of Mongolia, Mongolia
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