Drawing on a survey of over 4000 students and 1300 faculty members at the University of Maryland Global Campus, we find evidence for a reconceptualization of the use of commercialized websites offering access to “tutors” or “study help” as a type of collaborative cheating. Past studies have examined this behavior as an extension of contract cheating, but we find that students perceive the use of these sites very differently than they perceive contract cheating behaviors. In this paper we will discuss how “tutor” or “study helper” websites combine the phenomena of collaborative cheating with internet-driven shifts in cultural and social perceptions to create a new type of cheating behavior that is viewed differently by students and faculty.

通过对马里兰大学全球校区 4000 多名学生和 1300 名教职员工的调查，我们发现了将提供“导师”或“学习帮助”访问权限的商业化网站的使用重新定义为一种合作作弊的证据。过去的研究将这种行为视为合同作弊的延伸，但我们发现学生对使用这些网站的看法与他们对合同作弊行为的看法大不相同。在本文中，我们将讨论“导师”或“学习助手”网站如何将协作作弊现象与互联网驱动的文化和社会观念转变相结合，以创造一种新型的作弊行为，这种行为被学生和教职员工以不同的方式看待。