Cheating and Plagiarism in E-Assessment: Students’ Perspectives

Serpil Kocdar, Abdulkadir Karadeniz, Roumiana Peytcheva-Forsyth, Vessela Stoeva


The aim of this study was to identify students’ perceptions on cheating and plagiarism and trust in e-assessment according to their assessment experience and mode of learning as well as exploring their concerns in e-assessment. Participants were 952 students from two public universities in Turkey and Bulgaria. The study was designed as a cross-sectional survey. A questionnaire consisting of closed and open-ended questions was applied to collect data. Descriptive statistics, t-test, ANOVA and thematic analyses were performed. According to the results, no significant difference was found on students’ perceptions towards cheating and plagiarism and their feelings of trust in e-assessment regarding students’ prior e-assessment experience. However, there was a significant difference on students’ perceptions towards cheating and plagiarism and their feelings of trust in e-assessment regarding the mode of learning they are involved in. In addition, students’ concerns about e-assessment were explored in details in the paper.


e-assessment; cheating; plagiarism; students’ perspectives; higher education

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