An Examination of the Relationship Between Cheating in Online Classes and Technostress: Perceptions of Business Faculty

Y

15

College Faculty; Business Education; Computer Use; Technology; Stress Variables; College Students; Electronic Learning; Cheating; Student Behavior; Teacher Attitudes; Relationship

2164-2877
2164-2885

This research study investigated the relationship between technostress creators (techno-complexity, techno-insecurity, techno-invasion, techno-overload, and techno-uncertainty) and faculty perceptions of student cheating in online classes. Data were collected from faculty members of the Management and Organizational Behavior Teaching Society (MOBTS), a member of the AACSB Business Education Alliance, the American Society of Business and Behavioral Sciences (ASBBS), an interdisciplinary professional organization comprised of faculty teaching in accounting, finance, management, marketing, organizational behavior, and computer information systems, and other research panels during 2021 (N = 94). Findings from regression analysis indicated that the techno-complexity subconstruct is positively related to a faculty's perception of student cheating in online classes. In contrast, the techno-insecurity subconstruct was marginally significant and positively related to the faculty's perception of student cheating in online classes. Techno-overload, techno-invasion, and techno-uncertainty subconstructs were not identified as statistically significant in predicting a faculty's perception of student cheating in online classes.

As Provided

2024

EJ1414978