Assessing Cheating in MOOCs

The research conducts a systematic literature review on assessment and cheating in MOOCs. We highlight emerging issues in MOOC pedagogy and the need for further evaluation research, regarding the empirically identified ways in which students engage in acts of dishonesty while taking MOOCs. Analyzing research between 2011 and 2022, we identified the geographical distribution of publications and their association with Sustainable Development Goals and Quacquarelli Symonds (QS) Classification. The most cited papers are categorized according to types of research. Finally, the research focuses on the works directly engaging in assessment, cheating, and ethics. The analysis reveals that depending on the subject of the paper, types of research might vary. We conclude by noting that while assessment and cheating are part of research on MOOC, the number of papers focused solely on those subjects is considerably smaller. Depending on the main focus, types of research vary, showing trends but also areas in which the discipline could further develop.