1. 1 Frequency of cheating in live and blended courses Patrizia Poščić, Danijela Jakšić Department of Informatics, University of Rijeka Radmile Matejčić 2, 51000 Rijeka, Croatia http://www.inf.uniri.hr DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

2. Introduction Issue of security - academic dishonesty in online courses Department of Informatics - courses which take place live in the classroom and courses that take place online Research on the frequency of academic dishonesty in live and blended courses (2014) Research on the reasons for academically dishonest behavior in live and blended courses (2015) 2 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

3. Related Work Research related to academic dishonesty in a fully online environment –Students cheat more in online courses (King, 2009 / Guanlao Ravasco, 2012) vs. Students cheat more in a live environment (Black, 2008 / Watson, 2010) - students' behavior and perception is different depending on the sample –Students cheat in online courses because it is easy - it is hard for the teachers to identify this behavior in an online course (Underwood, 2003 / Khan, 2012) - no comparison with a traditional environment –No research for blended learning environment 3 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

4. Research Method (2014) Objective: –to determine the extent to which students are cheating in both types of courses and whether higher rate of academic dishonesty is present in live or blended courses, based on a students opinion Participants: –A total of 133 students - participants in the survey –89 undergraduate and 44 graduate students of computer science, who are enrolled in completely live and blended courses 4 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

5. Research Method (2014) Instrumentation: –An anonymous questionnaire with 29 questions –27 questions were closed questions with an open option (Other) and 2 questions were open-ended –In 13 questions a five-point Likert scale was used with following responses offered: a) Always (more than 10 times), b) Often (5-10 times), c) Sometimes (3-4 times), d) Rarely (1-2 times) and e) Never. –Data analysis was performed in Microsoft Excel 5 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

6. Research Results (2014) Frequency of cheating and perception of the frequency of cheating 6 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

7. Research Results (2014) Academic dishonesty in a live and blended (online) courses 7 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

8. Research Results (2014) Students' perception of cheating 8 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

9. Research Method (2015) Objective: –to identify the most common reasons for cheating in live and blended courses at the Department of Informatics –to determine what students think about current penalties if discovered cheating Participants: –a total of 114 students (participants in the survey) - 86 undergraduate and 28 graduate students of computer science, who are enrolled in completely live and in blended courses –students who cheated at least once so far in their college life 9 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

10. Research Method (2015) Instrumentation: –An anonymous questionnaire with 28 questions –26 questions were closed questions (statements) with an open option (Other) and 2 questions were open-ended in 12 questions a five-point Likert scale was used (Strongly agree, Agree, Undecided, Disagree and Strongly disagree), –Data analysis was performed in Microsoft Excel 10 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

11. Research Results (2015) Usual penalties for cheating and academically dishonest behavior 11 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

12. Research Results (2015) Perception of penalties 12 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

13. Research Results (2015) Reasons for cheating in live and blended (online) environment 13 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

14. Conclusions The survey results (2014) suggest that a higher level of academic dishonesty among the students of the Department of Informatics, University of Rijeka is present in live courses Students feel that: –in the live environment they are less likely to be caught –there are more ways and opportunities for cheating in live courses 14 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

15. Conclusions We determined the main reasons for cheating in both learning environments (2015) The survey results (2015) have have shown that students have nothing to lose if they try to cheat and are discovered (weak current penalties) More than 60% of the participants consider cheating the common occurrence in their college life Students largely think the current penalties for cheating are good as they are and they should not be changed (0 points with the possibility of repeating the activity) 15 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

16. Future Work The next step is to: –create a 3-year sample in the research on the frequency of cheating in live and partially online courses –find a correlation between the reasons for and the prevalence of academic dishonesty in a live or blended environment. The main goal is to eventually develop appropriate measures and activities for prevention and reduction of academically dishonest behavior in both learning environments 16 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA

17. Thank You for Your Attention! 17 DAAD 15th SE WORKSHOP – BOHINJ, SLOVENIA