RESEARCH ARTICLE · IJERI International Journal of Educational Research and Innovation · 2020

How to Teach Online? Recommendations for the assessment of online exams with University students in the USA in times of pandemic

Juan Rivera Mata

Read original paper ↗

See where this research leads.

A citation map has not been saved for this paper yet.

Open in your workspace →Open your workspace to prepare the citation network.

The paper record is available below. Preparing a network uses the existing account and source-allowance controls.

Papers that cite this work

No saved citation network is available; this does not mean the paper has no citations.

The evidence behind the map

Publication record

Research article.

Abstract

We evaluated 350 US University Business Students, comparing in-class and online exams to see differences in type of student and class and evaluating possible cheating impact. After basic statistical analysis (T-Student and correlations), we found that differences in grades related to type of students and type of class are more significant that those associated to online with in-class exams. Results are aligned with literature. In accordance with the results of this and previous studies, we do not expect significant higher level of cheating in online exams versus traditional in-class exams. We justify this based upon the reality, broadly reflected in the literature, that cheating is already quite present, before the coronavirus pandemic Many countries have 50%-85% of University students reporting cheating at least once. Cheating is not an specific online problem. Teaching online brings new challenges and opportunities. We recommend to re-evaluate pedagogical methods and engage more in continuous evaluations, relaying less in exams. Code of Conducts, the use of cheating detection algorithms, data analytics from the online Learning Management Systems for assessment and cheating checking programs available (Turnitin and others) to review online exams is recommended. We should help students understand the importance of learning over grades. Also faculty should online teaching faster be at the same level than students in technology and digital capabilities; the closer we are with our students the more effective we can assess them and, more important, we can contribute more and better to their learning and education.

Coverage and freshness

Citation coverage has not been established for this paper.

Counts describe saved source records; repository versions may appear separately. A completed source query is not a complete or live citation census. A citation does not prove endorsement or research quality. Counts depend on publication age and index coverage. Colors identify research areas; positions are for readability.

Source: Saved OpenAlex scholarly metadata. Visits to this public page do not acquire new provider data.

Report a correction