scholarly journals Tracking plagiarism electronically: First-year students' perceptions of academic dishonesty and reports of cheating behaviour in the basic communication course

2012 ◽  
Vol 8 (2) ◽  
Author(s):  
Joseph Mazer ◽  
Stephen Hunt
Keyword(s):  
Teacher Training ◽  
Academic Dishonesty ◽  
Self Report ◽  
First Year ◽  
First Year Students ◽  
Communication Course ◽  
Electronic Submission ◽  
Basic Communication Course ◽  
Course Material ◽  
Basic Communication

This study explored how electronic submission of course material, intended to deter instances of plagiarism, influenced first-year students' perceptions of academic dishonesty and reports of cheating behaviour in a large, multi-section basic communication course. Results reveal that electronic submission of course material results in first-year students being less likely to self-report engaging in cheating behaviours and heightens their appreciation and awareness of what constitutes academic dishonesty. Implications for classroom pedagogy, course management, and teacher training are discussed.

scholarly journals Dynamics of the relationship of emotional intelligence with the results of the state exam during the adaptation of school system to its introduction

2015 ◽  
Vol 8 (2) ◽  
pp. 139-150
Author(s):  
E.S. Dmitrieva ◽  
V.Ya. Gelman
Keyword(s):  
Emotional Intelligence ◽  
School System ◽  
The State ◽  
Russian Language ◽  
Self Report ◽  
First Year ◽  
First Year Students ◽  
Adaptation Processes ◽  
Relationship Of ◽  
The Relationship

Research is devoted to the study of the relationship of emotional intelligence of students with the results of the state exam in the adaptation of the school system for 5 years from the date of introduction. The sample consisted of 156 first-year students. Evaluation of the components of emotional intelligence was measured by self-report (EmIn questionnaire). There was a statistically significant correlation between the severity of different indicators of emotional intelligence of students passing the exam and the results of the three school subjects: Russian language, Mathematics, Social studies. It is shown that since the introduction in 2009 of compulsory exam the level of communication between the indicators of emotional intelligence and the results of the examination has changed. Adaptation processes to the introduction of the state exam lead to changes contingent of successful students: If at the time of the introduction of the exam more successful were students with higher EI, in the process of adaptation more successful became those with lower EI. It was shown that the components of EI, having the most important relationships with the results of the exam, are different for the considered subjects; the dynamics of these relationships has been revealed.

Consistency and Change: The (R)Evolution of the Basic Communication Course

2014 ◽  
Vol 63 (4) ◽  
pp. 355-365 ◽  
Author(s):  
Joseph M. Valenzano ◽  
Samuel P. Wallace ◽  
Sherwyn P. Morreale
Keyword(s):  
Communication Course ◽  
Basic Communication Course ◽  
Basic Communication

Lowering the threshold for online learning with Facebook

2015 ◽  
Vol 4 (2) ◽  
pp. 154-173 ◽  
Author(s):  
Christine Fourie
Keyword(s):  
Online Learning ◽  
Social Networking Sites ◽  
Learning Experience ◽  
Learning Processes ◽  
Metacognitive Awareness ◽  
First Year ◽  
Learning Needs ◽  
First Year Students ◽  
Communication Course ◽  
Grounded Theory Method

Students’ understanding of their own learning needs can improve, if they can be made more aware of their own learning processes by supporting their metacognitive development. Research has shown that membership of online communities can positively contribute to the social acculturation process of first year students (Wohn, Ellison, Khan, Fewins-Bliss, & Gray, 2013). Moreover, these social networking sites could meet specific learning needs. A group of South African first year medical students doing a second language communication course were invited to become members of a closed Facebook group with the purpose of lowering the threshold of online learning. These students reported that their metacognitive awareness about their own learning processes was raised, which made it possible for them to progress towards and access the online learning experience. Data collected during the course were analysed following the grounded theory method and a framework for raising metacognitive awareness was created.

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