Abstract:

Motivation:
The transition to digital assessments in higher education (HE) presents challenges in maintaining credibility, transparency, and academic integrity in HE. This paper explores the concept of cheating in academic contexts, highlighting the difference in students' perceptions and behavior in online versus face-to-face exams. Cheating, defined as any form of academic dishonesty, is examined through the lens of deterrence theory. Understanding and addressing cheating in online versus face-to-face exams is crucial to maintain academic integrity, ensure fair and effective assessment, and foster equitable learning environments. As digital learning becomes more prevalent, it is imperative to adapt assessment strategies to prevent dishonest practices. This is not only about upholding the credibility of qualifications but also about ensuring that students genuinely acquire the skills and knowledge they need for their future careers. By tackling cheating, educational institutions can create a culture of ethics and integrity, vital for professional development and responsible citizenship. This approach is essential for preparing students for the challenges of the modern world and maintaining the trustworthiness and relevance of HE education in an increasingly digital landscape. The research investigates whether the modality of the exam (online vs. face-to-face) influences students' propensity to engage in dishonest practices. The survey encompassed a diverse group of 215 participants, analyzing their responses to both online and face-to-face exam formats.

Methodology:
A survey of 215 students explores the difference in cheating behavior between online and face-to-face summative written exams. Utilizing descriptive analysis, the study reveals that students perceive a higher likelihood of detection and stricter consequences for cheating in face-to-face exams than in online exams, where cheating is perceived as easier and more frequent.

Results:
The study concludes that students perceive a significantly lower risk of penalty in online exams compared to face-to-face exams. This perception is attributed to the severity, probability, and immediacy of penalties in virtual settings. These insights highlight the need for a reevaluation of current exam cultures, which overemphasize grades and performance, potentially fostering a mindset where cheating is seen as a necessary means to success. The increase in cheating behavior in online assessments indicates a need for innovative and secure examination strategies that accurately assess student abilities while discouraging dishonesty. The paper suggests adopting a learner-centered assessment approach, with a focus on Bloom's taxonomy, to design assessments that inherently reduce opportunities for cheating. This approach, coupled with faculty training and the development of diverse, technology-enhanced assessment strategies, aims to foster academic integrity and promote effective learning and skill acquisition. The findings underline the importance of addressing the root causes of cheating behavior to cultivate a holistic educational environment that prioritizes learning objectives and real-world applicability over mere performance metrics. Integrating academic professional development, improved assessment design, and student training is pivotal in adapting to the evolving landscape of HE education and ensuring the integrity and effectiveness of assessments in both online and face-to-face formats.

Keywords:

Assessment, Higher Education, Cheating, e-Assessment, Summative Assessment.