Faculty Perceptions Regarding the Extent to which the Online Course Environment Affects Academic Honesty PDF Download
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Author: Kathleen A. Patnaude
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 266
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Author: Kathleen A. Patnaude
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 266
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Author: Thomas H. Calabrese
Publisher:
ISBN:
Category :
Languages : en
Pages : 416
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Book Description
Author: Donald L. McCabe
Publisher: JHU Press
ISBN: 1421407167
Category : Education
Languages : en
Pages : 235
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Book Description
Today’s students are tomorrow’s leaders, and the college years are a critical period for their development of ethical standards. Cheating in College explores how and why students cheat and what policies, practices, and participation may be useful in promoting academic integrity and reducing cheating. The authors investigate trends over time, including internet-based cheating. They consider personal and situational explanations, such as the culture of groups in which dishonesty is more common (such as business majors) and social settings that support cheating (such as fraternities and sororities). Faculty and administrators are increasing their efforts to promote academic honesty among students. Orientation and training sessions, information on college and university websites, student handbooks that describe codes of conduct, honor codes, and course syllabi all define cheating and establish the consequences. Based on the authors’ multiyear, multisite surveys, Cheating in College quantifies and analyzes student cheating to demonstrate why academic integrity is important and to describe the cultural efforts that are effective in restoring it. -- Gary Pavela, Syracuse University
Author: United States
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 432
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Author: Dennis James Lang
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 842
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Book Description
A review of the literature relating to academic integrity shows that unacceptable levels of academic dishonesty exist within our colleges and universities and that the problem is not being adequately addressed by many institutions. The majority of studies on academic integrity are from the perspective of the student. This study adds to the sparse body of research on faculty views, attitudes, and experiences with academic integrity. This study, containing both qualitative and quantitative components, was completed at a single, small, private, technological university located in the Midwest. At this university, the responsibility of promoting, implementing, and enforcing the Academic Integrity Policy falls solely upon the shoulders of the faculty. This study specifically investigates faculty members' interpretations of the policy, uncovers their attitudes toward the policy, and attempts to determine the level in which faculty are promoting and enforcing the policy. In addition, the qualitative components of this study allow the researcher to investigate why some faculty members consistently promote, implement, and enforce official policy and procedures relating to academic integrity while others do not. Data producion involved the use of data triangulation and methods triangulation. By gathering and analyzing data from multiple sources, using both qualitative and quantitative methods, data are enriched and a higher degree of validity is achieved. This study includes a detailed faculty survey, in-depth faculty interviews, and the analysis of faculty syllabi. Major findings include: (1) Faculty prefer to handle incidents of cheating and sanctions privately, bypassing official university policy; (2) Faculty recognize the problems in handling incidents individually, including liability issues, a lack of consistency in sanctions, and a lack of official record of the incident; (3) Faculty with negative experiences in implementing official policy are less likely to currently report incidents than those with positive experiences; and (4) Reasons for not reporting incidents of academic dishonesty include: overly burdensome and time-consuming procedures; sanctions viewed as inflexible, overly lenient, or excessively severe; a perceived lack of administrative support; and to avoid possible personal litigation or personal retaliation.
Author: David A. Rettinger
Publisher: John Wiley & Sons
ISBN: 1119868173
Category : Education
Languages : en
Pages : 259
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Book Description
Practical and insightful solutions to the growing problem of academic dishonesty In Cheating Academic Integrity: Lessons from 30 Years of Research, a team of renowned academic integrity experts delivers revealing and practicing insights into the causes of—and solutions to—academic cheating by students. This edited volume combines leading research from an interdisciplinary group of scholars, offering readers an overview of the most important topics and trends in academic integrity research. The book focuses on teaching, classrooms, and faculty behavior and offers a glimpse into the future of this rapidly developing field. Readers will also find: Discussions of the newest forms of cheating, including online “contract cheating” and “paper mills” and the methods used to combat them Explorations of the prevalence of cheating and plagiarism between 1990 and 2020 Psychological perspectives on the student motivations underlying academic integrity violations Teaching and learning approaches to reduce academic misconduct in both online and in-person courses A must-read resource for administrators, leaders, and policymakers involved with higher education, Cheating Academic Integrity also belongs on the bookshelves of school administrators-in-training and others preparing for a career in education.
Author: Anthony Elton Prestby II
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 186
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Book Description
The purpose of this phenomenological study was to understand the experiences and perceptions of faculty and students in regards to dishonesty in community college with an adopted honor code. Semi-structured interviews were conducted with eleven full time tenured faculty members in the disciplines of Business, English and Science courses leading to careers in the health profession. Additionally, twelve students were interviewed who were business majors, those who have taken a sequence of English composition courses, and those who had taken science courses leading to careers in the health profession. Findings suggest that while there are similarities in definition between how community college faculty and students define academic dishonesty, there is no universal definition. Participants report that they believe cheating results from pressures to attain goals and/or lack of an interest in lower division courses. Both students and faculty report deterrence strategies such as the academic dishonesty policy, specifically the honor code statement is ineffective because they are too idealistic. Implications indicate from this study that creating integrity will require finding ways get students to understand the value of all courses for their future endeavors. This study contributes to the body of research by adding to the knowledge of academic dishonesty specifically as it relates to dishonesty in community colleges.
Author: Christopher Cheong
Publisher: Informing Science
ISBN:
Category : Education
Languages : en
Pages : 529
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Book Description
Topics include work-integrated learning (internships), student well-being, and students with disabilities. Also,it explores the impact on assessments and academic integrity and what analysis of online systems tells us. Preface ................................................................................................................................ ix Section I: Introduction .................................................. 1 Chapter 1: COVID-19 Emergency Education Policy and Learning Loss: A Comparative Study ............................................................................................................ 3 Athena Vongalis-Macrow, Denise De Souza, Clare Littleton, Anna Sekhar Section II: Student and Teacher Perspectives .............. 27 Chapter 2: Classrooms Going Digital – Evaluating Online Presence Through Students’ Perception Using Community of Inquiry Framework .............................. 29 Hiep Cong Pham, Phuong Ai Hoang, Duy Khanh Pham, Nguyen Hoang Thuan, Minh Nhat Nguyen Chapter 3: A Study of Music Education, Singing, and Social Distancing during the COVID-19 Pandemic: Perspectives of Music Teachers and Their Students in Hong Kong, China .......................................................................................................... 51 Wai-Chung Ho Hong Kong Baptist University Chapter 4: The Architectural Design Studio During a Pandemic: A Hybrid Pedagogy of Virtual and Experiential Learning .......................................................... 75 Cecilia De Marinis, Ross T. Smith Chapter 5: Enhancing Online Education with Intelligent Discussion Tools ........ 97 Jake Renzella, Laura Tubino, Andrew Cain, Jean-Guy Schneider Section III: Student Experience ................................... 115 Chapter 6: Australian Higher Education Student Perspectives on Emergency Remote Teaching During the COVID-19 Pandemic ............................................... 117 Christopher Cheong, Justin Filippou, France Cheong, Gillian Vesty, Viktor Arity Chapter 7: Online Learning and Engagement with the Business Practices During Pandemic ......................................................................................................................... 151 Aida Ghalebeigi, Ehsan Gharaie Chapter 8: Effects of an Emergency Transition to Online Learning in Higher Education in Mexico ..................................................................................................... 165 Deon Victoria Heffington, Vladimir Veniamin Cabañas Victoria Chapter 9: Factors Affecting the Quality of E-Learning During the COVID-19 Pandemic From the Perspective of Higher Education Students ............................ 189 Kesavan Vadakalur Elumalai, Jayendira P Sankar, Kalaichelvi R, Jeena Ann John, Nidhi Menon, Mufleh Salem M Alqahtani, May Abdulaziz Abumelha Disabilities ................................................................. 213 Chapter 10: Learning and Working Online During the COVID-19 Pandemic: A Wellbeing Literacy Perspective on Work Integrated Learning Students ............... 215 Nancy An, Gillian Vesty, Christopher Cheong Chapter 11: Hands-on Learning in a Hands-off World: Project-Based Learning as a Method of Student Engagement and Support During the COVID-19 Crisis .. 245 Nicole A. Suarez, Ephemeral Roshdy, Dana V. Bakke, Andrea A. Chiba, Leanne Chukoskie Chapter 12: Positive and Contemplative Pedagogies: A Holistic Educational Approach to Student Learning and Well-being ........................................................ 265 Sandy Fitzgerald (née Ng) Chapter 13: Taking Advantage of New Opportunities Afforded by the COVID-19 Pandemic: A Case Study in Responsive and Dynamic Library and Information Science Work Integrated Learning .............................................................................. 297 Jessie Lymn, Suzanne Pasanai Chapter 14: Online Learning for Students with Disabilities During COVID-19 Lockdown ....................................................................................................................... 313 Mark Taylor Section V: Teacher Practice .......................................... 331 Chapter 15: From Impossibility to Necessity: Reflections on Moving to Emergency Remote University Teaching During COVID-19 ............................... 333 Mikko Rajanen Chapter 16: Business (Teaching) as Usual Amid the COVID-19 Pandemic: A Case Study of Online Teaching Practice in Hong Kong ......................................... 355 Tsz Kit Ng, Rebecca Reynolds, Man Yi (Helen) Chan, Xiu Han Li, Samuel Kai Wah Chu Chapter 17: Secondary School Language Teachers’ Online Learning Engagement during the COVID-19 Pandemic in Indonesia ......................................................... 385 Imelda Gozali, Anita Lie, Siti Mina Tamah, Katarina Retno Triwidayati, Tresiana Sari Diah Utami, Fransiskus Jemadi Chapter 18: Riding the COVID-19 Wave: Online Learning Activities for a Field-based Marine Science Unit ........................................................................................... 415 PF Francis Section VI: Assessment and Academic Integrity .......... 429 Chapter 19: Student Academic Integrity in Online Learning in Higher Education in the Era of COVID-19 .............................................................................................. 431 Carolyn Augusta, Robert D. E. Henderson Chapter 20: Assessing Mathematics During COVID-19 Times ............................ 447 Simon James, Kerri Morgan, Guillermo Pineda-Villavicencio, Laura Tubino Chapter 21: Preparedness of Institutions of Higher Education for Assessment in Virtual Learning Environments During the COVID-19 Lockdown: Evidence of Bona Fide Challenges and Pragmatic Solutions ........................................................ 465 Talha Sharadgah, Rami Sa’di Section VII: Social Media, Analytics, and Systems ...... 487 Chapter 22: Learning Disrupted: A Comparison of Two Consecutive Student Cohorts ............................................................................................................................ 489 Peter Vitartas, Peter Matheis Chapter 23: What Twitter Tells Us about Online Education During the COVID-19 Pandemic ................................................................................................................... 503 Sa Liu, Jason R Harron
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 634
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Author: Robin Eugenia Grebing
Publisher:
ISBN:
Category :
Languages : en
Pages : 98
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Book Description
Many college faculty members expect more cheating to occur in online classes than in face-to-face courses. This opinion stems from the belief that it is easier for students to cheat when material is delivered online and the instructor is not physically present to deter cheating. To many, it seems reasonable that online courses provide students with greater opportunities to cheat. In one study, the researchers found 64% of faculty and 57% of students thought cheating in online classes would be easier than in face-to-face courses (Kennedy, Nowack, Raghuraman, Thomas, & Davis, 2000). In contrast, the study revealed that students who had taken one or more online courses were less likely to believe it was easy to cheat in this environment. A review of the literature on academic integrity revealed wide disparity in the prevalence of cheating in college and university settings. For example, a 2009 study reviewed 60 years of plagiarism research and found the rate of student cheating has been increasing between 1941 and 1992 (Chao, Wilhelm, & Neureuther). In contrast, other recent studies have found rates of cheating to be lower than 1941 figures. One fact seems to be clear, however, students who cheat in face-to-face classes are more likely to cheat in online courses, too (Dillé, 2011; Lanier, 2006). On the other hand, delivery type is less of a predictor of cheating behavior than other factors. Part of term, major, and classification were significant predictors of student cheating behaviors (Mastin, Peska, & Lilly, 2009; McCabe, 2005; Şendağ, Duran, & Fraser, 2012). Many studies have focused on the ability of students to recognize cheating and the effect of institutional policies as a deterrent. Holt, Fagerheim, and Durham (2014) found educating students about what constitutes plagiarism improves their ability to identify and avoid such behaviors. Similarly, in numerous studies, McCabe and colleagues found that an institutional honor code establishes a culture that is less tolerant of cheating and, therefore, acts as a significant deterrent to student cheating (McCabe, 2005; McCabe & Pavela, 2000, 2004; McCabe & Treviño, 1996). There has been very little research on the effect of online tools, such as plagiarism tutorials and academic integrity tutorials, on changing student cheating behaviors and perceptions. The purpose of this quantitative study was to determine the effect of an online academic integrity tutorial on students’ perceptions of cheating at a large sized community college in an urban area in the Midwest. Students enrolled in at least one online class participated in a survey measuring their attitudes about cheating before and after completing an online academic integrity tutorial. The tests used to analyze the data to address question one included a dependent means t-test, an ANOVA, and an independent means t-test. A Box-Whisker Plot was created for question two and a Scatter Plot was created for question three to visually inspect the data and determine if a Pearson Correlation should be conducted. Neither graphs revealed a correlation. The analysis revealed that an online academic integrity tutorial had no significant effect on student perceptions of cheating. However, further analysis on the 29 types of cheating behaviors showed significance for five of the items. The sample size was too small to successfully analyze the effect of major and age on the change in student perceptions of cheating. The variable gender showed no effect, but there was a significant effect between classification groups. Freshmen were likely to experience a change in their perception compared to other classifications. A student’s knowledge of the institution’s academic integrity policies did not correlate to perceptions of cheating. Similarly, there was no correlation between student perceptions of cheating and actual incidents of self-reported cheating. Nevertheless, there was a positive gain in the mean scores from pre- to post-survey and additional research of the effect of an online academic tutorial is needed. Keywords: academic honesty, academic integrity, cheating, distance education, online courses, plagiarism
