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This study aimed at highlighting the Turkish higher education learners’ perceptions of cheating on online learning programs, the ways of, causes for, and some suggestions to minimize cheating. Both quantitative and qualitative data were gathered from 163 online learners via a questionnaire including both open-ended and close-ended questions. Data from the close-ended items in the questionnaire were analyzed in terms of frequencies and percentages of the responses using SPSS 22. The open-ended questions were analyzed thematically and manually. Over half of the respondents believed that cheating is more frequent and easier in an online course and they take this opportunity. They cheated by ‘using online sources like Google to copy and paste the answers’, ‘consulting with others, and ‘using personal class notes or coursebook’. They cheated because of ‘lack of knowledge’, ‘getting higher marks’, ‘some technical problems’, ‘no proctoring’, and ‘exam stress’. To prevent cheating the respondents suggested that universities should disable the copy and paste features. Teachers should create different quizzes for each student, require all students to start their webcam during the online test, use alternative methods of assessment, prepare essay like thought-provoking questions, and create awareness of the problem. However, some students clearly stated that nothing can be done either due to some technical infrastructure problems or even lazy teachers.
Mohammadreza Valızadeh (Sat,) studied this question.