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The researchers aim to investigate how students can be deterred from cheating, whether legal or ethical policies and procedures are effective and whether there are gender differences.

Using data on students undertaking midterm and final e-examinations, as well as a control group of students who were caught cheating in an online mid-semester examination, the authors attempt to answer the research questions.

No differences were found in cheating in terms of students’ gender or whether they were repeating a course or not. However, the study revealed that if there are more internal controls imposed and if before the examination students are made to reinforce their academic integrity, e-examination cheating is reduced.

No other published study was carried out with students who were involved in cheating.

This chapter outlines potential steps to take in designing active learning experiences based on several theories underlying the learning process. The chapter examines theories of learning and instruction including information processing, schema acquisition, and cognitive load theory. Next follows an explanation of how these theories support problem-centered learning as well as a rationale for the need to help learners develop domain-general, flexible problem-solving skills that will transfer to future needs and contexts. The second half of the chapter focuses on designing active learning experiences based on the selection of real-world problems as the foundation for learning, activating prior knowledge, demonstration of the process or concept, multiple opportunities for practice with relevant scaffolding, and the chance to integrate that knowledge into the learners’ own context based on M. D. Merrill’s (2002) First Principles of Instruction. Examples of assessments, strategies, and activities to foster active, problem-centered learning drawn from the literature are also provided.

Individuals can improve their task performance by using information and communications technology (ICT). However, individuals who use ICT may also suffer from negative outcomes, such as burnout and anxiety, which lead to poorer performance and well-being. While researchers have studied the positive outcomes of ICT use in the aggregate, the same has not been done for negative outcomes.

This study uses a meta-analysis of 52 studies to examine the relationship between ICT use and negative outcomes, and the influence of job autonomy on ICT use and the negative outcomes of ICT use. Job autonomy is relevant because a higher level of job autonomy allows individuals to decide how, how often and when they will use ICT that is causing negative outcomes for their work.

The results of the meta-analysis revealed that ICT use increased negative job outcomes and that, unexpectedly, autonomy exacerbated this effect.

The results of this study point to the prevalence of negative outcomes from ICT use among individuals. Researchers should study how users may potentially restrict the value that organizations may be able to obtain from the implementation of new systems, especially whether individual-level negative outcomes could coalesce into a collective resistance. There also needs to be further research into the motivating and inhibiting roles of autonomy in enhancing ICT use, while mitigating its negative impacts simultaneously.

The study provides an aggregate analysis of the negative impacts of ICT use among individuals and the role of autonomy in the relationship.