Online Exams: Insights from Students‘ Surveys on Cheating and Learning Preferences

Gergana Boyanova,

Kristin Dimitrova

Sofia University

https://doi.org/10.53656/ped2025-7.08

Abstract. Research on online exams reveals mixed reliability. A survey conducted at Sofia University among 56 students aged 20–22 focused on attitudes toward cheating and the role of exams in higher education. Key findings show that 80% of respondents admitted to some form of cheating during online exams. Among these, 71% expressed satisfaction with their ability to outsmart the system. Furthermore, 66% doubted online exams reflect actual knowledge. Despite the prevalence of cheating, 68% of students supported exams as essential for obtaining a diploma. In terms of learning preferences, 68% favored in-person education, citing its effectiveness over online methods. Cheating strategies reported included using the internet, group collaboration, and multiple devices. However, 43% of respondents highlighted the importance of honest preparation, emphasizing studying and understanding material. These results suggest that while online exams offer convenience, their integrity requires improved measures to align outcomes with students’ actual competencies.

Keywords: online exam; cheating; copying; in-person education

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