CHEATING IN ONLINE LEARNING PROGRAMS: LEARNERS’ PERCEPTIONS AND SOLUTIONS

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