Cheating in summative assessment in an ODL education programme : a case study of an undergraduate qualification

Abstract

Academic cheating is a global concern in most Open Distance Learning (ODL) institutions as it cuts to the heart of the purpose of higher education and the pursuit of knowledge. Cheating on exams is a violation of university standards; it is a misrepresentation of the student’s true capabilities, and can be the worst form of deception, it is considered to be unethical, and it is the opposite of honesty. Academic institutions continue to develop new ways to prevent cheating from happening, while at the same time cheaters come up with even better ways to cheat. If all the stakeholders can take responsibility to address this phenomenon, academic cheating will be effectively combated worldwide. The purpose of this paper is to report on the findings of the study which explores and explains the types of cheating students engage in, and why they cheat during examinations. A qualitative case study was used in this study to collect and analyse data. The findings of this study are reported under the following categories: biographical data; examination venues; modules involved; forms of irregularities; behaviours related to cheating; reasons for cheating; and performance after being given second chance. In conclusion I suggest the need for further investigation where interviews could be held with the students.