Free Essay Suspicion on Exam Cheating

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Suspicion on Exam Cheating

The main argument presented by the author in this article is the use of file-sharing techniques to promote examination cheating as a means to acquire good grades. The authors offer a critical analysis of this method of examination cheating in one specific site known as the “chegg” and argue the possible impact of such practices on the entire population based on academic integrity (Lancaster & Cotarlan, 2021). Besides, the authors argue for and against file-sharing by bringing out how the best problem may be reduced if not eliminated to uphold the examination integrity. However, the authors put STEM students at the forefront of the practices with various arguments. For example, the student from the five areas, physics, chemistry, computer science, mechanical, and electrical engineering departments, are the most significant users of “chegg” with a percentage increase of about 196.25% in the recent past (Lancaster & Cotarlan, 2021).

Methodology

            The authors of the article on file-sharing sites used various methodologies for their study.  One of the most evident methods is quantitative data collection. They used this method to collect the number of questions posted on file-sharing sites. Nonetheless, they used a case study of one file-sharing site called the “Chegg.” Though this was not enough to give proper conclusions, it gave an insight into what the truth might be at the end of the day. The quantitative data analysis method was used in collecting data, including the number of questions posted on the site between 2019 and 2020. The data, that is, the number of questions posted in other months between the two years named above was analyzed graphically to monitor the increase and relate it with the corvid 19 pandemic. Whether was an increasing trend with the ever-increasing number of corvid 19 cases. A straightforward research question was developed. Whether there was online cheating in file-sharing online platforms and if the increasing number of questions on such sites would be attached to the deadly disease.

One of the significant findings is that students are more inclined to find answers to multiple-choice questions or short answered questions from the file-sharing sites (Lancaster & Cotarlan, 2021). The numbers of questions grow bigger within a minimal period, and the number of students involved also kept increasing within the period under review. Another significant finding is that most questions posted on that site are related to the pandemic or discuss infectious diseases (Lancaster & Cotarlan, 2021). This aids in finding if there was any correlation between the number of questions and the disease. Academic fraud is a reality, as per the evidence given in the research article.

Arguments for Exam cheating on File Sharing Sites

            The author of the peer review article has argued that students of STEM subjects have taken advantage of the corvid 19 pandemic to cheat in exams through file sharing sites. The author argues that despite attempted control by the sites for exam Chegg, this has not curbed the issue, and therefore, further measures are inevitable (Lancaster & Cotarlan, 2021).

However, these findings and conclusions may be counter-argued on various bases. Some critics may find a proper reason to argue against the idea. For example, the data shows that many questions were posted, and being that during the corvid 19 era, there was a plethora of online lessons and tuition. Then it can be argued that Chegg was offering revision to interested students. The site had regulations against exam malpractices confirm by the authors of the review article. Then a critic can argue that this platform regulated any integrity. The author can refute this claim as most of the regulations have loopholes that students could take advantage of. The writer can also accept the truth behind these opposing critics but then prove that they are less critical and cannot impact the findings in any way. The other formal way the researchers attack such critics is by restructuring the thesis in light of the finding.

Arguments against online cheating through file-sharing sites

Due to technological advancement, many activities are now possible at anyone’s doorstep so long as one possesses a reliable internet and proper electricity connection. The education sector is one of the chief beneficiaries of these arrangements. Online learning and posting revision materials have become a norm in the education sector. This arose due to numerous lockdown restrictions globally, both for developed and underdeveloped countries (Jadhav, Bagul, & Aswale, 2020).

Many researchers have argued against and for online writing. Despite the pandemic that rocked the world, some still find it unhealthy to have help from the online learning platform and view them as mere academic fraud that needs to be condemned and controlled (Redden, 2021). Some of the authors argue that posting exams with a similar setting style at almost the same time means there is a planned fraud by the students. Is it true that style of exams can be proof of exams, no? That is not proof that an exam has been leaked. It should be proved beyond any reasonable doubt that an exam has been leaked and answered are issued online by the said sights. A case where an actual paper has been posted should be demonstrated to ascertain the arguments. Otherwise, they are just pure speculations and prejudice.

The rise of the currently most feared disease led to many nations panicking and closing their education institutions. A considerable percentage of students were affected due to the closure of such institutions putting the stakeholders and the future of education in jeopardy (Xudong Zhou, 2020). Therefore the most worried lot becomes the students all over the world. However, there is no cause of alarm when seeking digital intervention through online sites where some post challenging papers or questions for assistance. The teacher-to-student contact hours reduced as everyone was at the time of lockdown stampeding to safeguard their life. Therefore arguing that the tally of tasks posted on the online sites increased significantly during the period in which the pandemic was wreaking havoc confirms that many worried students were seeking online intervention rather than plotting exam theft (Redden, 2021).

It is easier to conduct fraud online than when students take exams in institutions. Many supervisors physically watch over the papers in the institutions to ensure top-notch integrity (Lancaster & Cotarlan, 2021). However, it is clear that some of these sites have controls; for example, the site under the case study, Chegg, had controls that could not support exam cheating. It checked the papers’ similarity with the exam papers from the universities that complied with their requests. So how could it be true that their only agenda of such websites supports malpractice?          Of course, some of the sites are not genuine, and the only agenda the operators have is to cone or initiate illegal activities. However, this cannot be pegged to all the online learning platforms.

Well-conducted research calls for proper data collection and analysis. For the two articles, the main argument was a rising number of questions and the mode of posting such questions in the websites under review. The mode and the number are not indicative of any form of malpractice. Instead, it could be showing the learning hunger that students had when locked at home and lacked enough contact with their tutors. Therefore, the optimistic approach to these situations is the only remedy to come to terms with these situations and solve any possible problems related to such kind of learning. Furthermore, the case study had only one site in review, and no data is given to show that a more significant percentage of sampled sites shows some items of irregularities (Lancaster & Cotarlan, 2021).

There was a limited collection of data as it was only directed towards a few subjects, such as science-based subjects (Lancaster & Cotarlan, 2021).In standard arguments, these subjects are technical subjects requiring the close attention of teachers, lecturers, and professors. Therefore, it was only possible that the number of questions would increase during such a health crisis that pushed everybody back home. Therefore, studying all the subjects would establish the trend that depicts the presence of fraud.

In the journal article on the rising questions, an incident is given where a student leaked exams through the site was reviewed, and the student was found culpable of the offense (Redden, 2021). The site has only control of ensuring no exam is leaked after it is given the right to check whether the paper posted is part of an exam to be done. Suppose the colleges do not comply with these codes of conduct, then there is no point in arguing against their actions. The students post the exams the sites help as it is their mandate. The wrongdoer, in that case, remains the student who sought illegal assistance.

Stress-related issues, restlessness, and uncertainty from students caused by school closure may result from the closing down of schools that were still evident in different parts of the continent due to the health-related crisis that has been witnessed all over the world (Muhammad Tanveer, 2020). This could be a possibility of students posting many papers on the sites and probably cheating on such sites. This should not be arguments for cheating, but it should be looked over with many concerns and ways of supporting online cheating being appropriately checked. Suppose there is a platform to support students. In that case, the teachers and the online operators should ensure that those platforms are protected. No IL-minded individual posts some materials that eventually harm the site and erode the education sector’s integrity.

Audience Description

            This essay’s primary target audience involves education stakeholders interested in the articles that review online learning sites. The essay aims to check the arguments for online cheating and give insights on why education stakeholders should not adopt any measures that illegalize online learning instead of embracing it as another platform for learning. However, proper measures should be taken to ensure no ill-intentioned individual interferes with the platforms. Education stakeholders should work together with the site operators.

Rhetorical Analysis

            I concur closely and appreciate every author’s writings and findings. However, the findings should be open-ended and discuss the pros and cons of phenomena or a scenario.

In my essay above, I have expounded on why I feel the online sites should be viewed as exam cheating platforms o academic fraud platforms. I have explicitly mentioned arguments against cheating thoughts brought in in the two articles under review by Lancaster.

For instance, have indicated that the rising technology should be embraced and be framed in a way that supports learning, especially during this crisis time. The disease has wreaked havoc in the education sector. For instance, in the articles, I argued against relating the rising number of questions related to the pandemic as a platform of cheating. Rising numbers without any clear proof of cheating should and cannot be taken as proof of cheating. Therefore, a real case scenario should have been shown—a case where the site supports the effort to cheat under review.

I noted with lots of concern that students are only a worried lot when faced with uncertainties like staying home for more extended periods due to government intervention to curb the ever-fast-growing corvid 19 disease. Any other worried lot, therefore, could have looked for help. That is why the students, therefore, saw it wise to seek support online. Is it wrong, no? Don’t see it wrong? However, controls to protect the integrity of the education sector are inevitable.

I realized that the researchers were very concerned with the rising number of questions over the period for review and the papers’ similarities. In my argumentative essay, I have stated that I do not see any problem with the nature of questions or the number of questions posted as this could not be proof of any malpractice questions would be similar as sample study was done with the subject under one study that is science. More students were expected to acquire online intervention during this challenging time.

There was a scenario where a student leaked an exam through file sharing over the site. However, this was counterargued and attempts displayed the honesty of both the site and the student. For instance, in their honest service delivery, the site only offered their assistance to the students who needed it. The online site has a regulatory platform that offers an assessment of exams that should be done to ensure that no set exams in publicly leaked to the public. It only needs the support of the education stakeholders to ensure that this regulatory framework is achieved by offering their set papers to the site to enable detection of any paper deemed an exam paper.

I also found from the articles that stress-related issues took center stage during a corvid 19 error. Pressure and many other psychological stresses would be a cause for the desire to pass exams by any means. These conditions are not conducive at all for any productive learning. Psychological stress is a disaster for education. In this case, it is possible for stood to use a legally established structure to promote exam cheating. This should not be blamed on online sites. The education stakeholders should have a helping hand for this institution offering online learning platforms support to improve the standards of education. `

Conclusion

            As a standard norm, research and reviews are very important to new findings. However, researchers should gather enough data, and researchers should also be well prepared with all research tools to ensure sufficient analysis of a phenomenon is given. Lancaster, for instance, explained that the high demand for lab our requirements for the review hindered quality data collection. This is a limitation to a review or research, and the results of such research can only be accepted to a certain degree. Nonetheless, articles should have expounded on aspects of online learning rather than only focusing on the criminal aspect of it. Everything has an advantage and disadvantage. Technology too is not left behind. It is good to embrace technology but with much caution.

 

References

Jadhav, V. R., Bagul, T. D., & Aswale, S. R. (2020). Students’ Role to look at Problems in Education System during the lockdown. International Journal of Research and Review 7, 2020.

Lancaster, T., & Cotarlan, C. (2021). Contract cheating by STEM students through a file-sharing website: a Covid-19 pandemic perspective. International Journal for Educational Integrity.

Muhammad Tanveer, A. B. (2020). outbreak of covid 19 and student online learning. Journal of Entrepreneurship Education, 1-14.

Redden, E. (2021). The study finds a nearly 200 percent jump in questions submitted to Chegg after the start of the pandemic. Inside Higher Ed, 1-20.

Xudong Zhou, J. L. (2020). Education in and after Covid-19. Postdigital science and education, 695-699.

Jadhav, V. R., Bagul, T. D., & Aswale, S. R. (2020). Students’ Role to look at Problems in Education System during the lockdown. International Journal of Research and Review 7, 2020.

Lancaster, T., & Cotarlan, C. (2021). Contract cheating by STEM students through a file-sharing website: a Covid-19 pandemic perspective. International Journal for Educational Integrity.

Muhammad Tanveer, A. B. (2020). outbreak of covid 19 and student online learning. Journal of Entrepreneurship Education, 1-14.

Redden, E. (2021). The study finds a nearly 200 percent jump in questions submitted to Chegg after the start of the pandemic. Inside Higher Ed, 1-20.

Xudong Zhou, J. L. (2020). Education in and after Covid-19. Postdigital science and education, 695-699.