A Brief Investigation of Exam Questions Posted to Tutoring Websites: A Darker Side of Modern CHE Education

Autor/inn/en	Huayta, Javier; Campbell, Zachary S.; Cooper, Matthew E.
Titel	A Brief Investigation of Exam Questions Posted to Tutoring Websites: A Darker Side of Modern CHE Education
Quelle	In: Chemical Engineering Education, 56 (2022) 2, S.115-121 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huayta, Javier) ORCID (Campbell, Zachary S.) ORCID (Cooper, Matthew E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-2479
Schlagwörter	Test Items; Tutoring; Web Sites; Chemistry; Cheating; Teacher Made Tests; Undergraduate Students + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Förderkonzept; Nachhilfeunterricht; Web-Design; Chemie; Prellen
Abstract	Tutoring websites can facilitate and incentivize students to upload course materials in violation of syllabus and copyright policies. In a study investigating the prevalence of instructor-generated exam problems appearing online, 23.3% of all investigated problems appeared on tutoring websites, with those from an online graduate course appearing more frequently (74.7%) than traditionally-delivered undergraduate courses (11.2%). Reasons for this disparity as well as strategies to minimize this type of academic misconduct are presented. (As Provided).
Anmerkungen	Chemical Engineering Education, Chemical Engineering Division of ASEE. 675 Wolf Ledges Parkway Suite 2459, Akron, OH 44309. Tel: 352-682-2622; e-mail: cee@che.ufl.edu; Web site: https://journals.flvc.org/cee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01