scholarly journals Can Online Academic Integrity Instruction Affect University Students’ Perceptions of and Engagement in Academic Dishonesty? Results From a Natural Experiment in New Zealand

2021 ◽  
Vol 12 ◽  
Author(s):  
Jason Michael Stephens ◽  
Penelope Winifred St John Watson ◽  
Mohamed Alansari ◽  
Grace Lee ◽  
Steven Martin Turnbull
Keyword(s):  
Academic Dishonesty ◽  
Academic Integrity ◽  
Natural Experiment ◽  
Online Courses ◽  
Academic Misconduct ◽  
Convenience Sample ◽  
The Past ◽  
Mixed Support ◽  
Two Samples ◽  
The University

The problem of academic dishonesty is as old as it is widespread – dating back millennia and perpetrated by the majority of students. Attempts to promote academic integrity, by comparison, are relatively new and rare – stretching back only a few hundred years and implemented by a small fraction of schools and universities. However, the past decade has seen an increase in efforts among universities to promote academic integrity among students, particularly through the use of online courses or tutorials. Previous research has found this type of instruction to be effective in increasing students’ knowledge of academic integrity and reducing their engagement in academic dishonesty. The present study contributes to this literature with a natural experiment on the effects of the Academic Integrity Course (AIC) at The University of Auckland, which became mandatory for all students in 2015. In 2012, a convenience sample of students (n = 780) had been asked to complete a survey on their perceptions of the University’s academic integrity polices and their engagement in several forms of academic dishonesty over the past year. In 2017, the same procedures and survey were used to collect data from second sample of students (n = 608). After establishing measurement invariance across the two samples on all latent factors, analysis of variance revealed mixed support for the studies hypotheses. Unexpectedly, students who completed the AIC (i.e., the 2017 sample) reported: (1) significantly lower (not higher) levels of understanding, support, and effectiveness with respect to the University’s academic integrity policies; (2) statistically equivalent (not higher) levels of peer disapproval of academic misconduct, and; (3) significantly higher (not lower) levels of peer engagement in academic misconduct. However, results related to participants’ personal engagement in academic misconduct offered partial support for hypotheses – those who completed the AIC reported significantly lower rates of engagement on three of the eight behaviors included in the study. The implications and limitations of these findings are discussed as well as possible future directions for research.

Video Technology for Academic Integrity in Online Courses

2011 ◽  
pp. 289-300
Author(s):  
Judith Szerdahelyi
Keyword(s):  
Academic Dishonesty ◽  
Academic Integrity ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Courses ◽  
Academic Misconduct ◽  
Video Production ◽  
High Tech ◽  
Face To Face ◽  
Two Factors

In addition to their traditional low-tech repertoire of cheating methods, students are now compromising academic integrity by utilizing sophisticated high-tech innovations to improve their grades. The inexperience of online faculty can also contribute to students’ academic misconduct when instructors employ a course design and/or assessment measures that are more appropriate for face-to-face courses. This chapter discusses how easy it is for students to “fake a course” and earn a grade in an online class without acquiring knowledge if a combination of two factors are present: 1) Using pedagogical tools unsuitable for measuring online performance, and 2) Violations of academic integrity. The purpose of the chapter is to present new methods of utilizing multimedia technology, more specifically student video production, to reduce the possibility of academic dishonesty and to improve the quality of teaching and learning.

scholarly journals Plagiarism and ghostwriting: The rise in academic misconduct

2016 ◽  
Vol Volume 112 (Number 5/6) ◽  
Author(s):  
Shawren Singh ◽  
Dan Remenyi ◽  
◽  
Keyword(s):  
21St Century ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
University Education ◽  
University System ◽  
The Past ◽  
Postgraduate Level ◽  
History Of ◽  
The University ◽  
Examination Paper

Abstract The aim of this paper is to review the current situation regarding plagiarism and ghostwriting, and to stimulate debate about how universities should respond to the rise in these forms of academic misconduct. The apparent upsurge in academic misconduct means that universities today face one of the greatest challenges to academic integrity they have had to deal with ever since the university system came into existence some 800 years ago. Plagiarism and ghostwriting are undermining the integrity of university degrees to an extent not seen before. Academia and fraud are not strangers. Universities have a long history of cheating of one sort or another, often associated with examinations, but also with research. In the past this cheating involved activities such as smuggling notes (commonly called ‘crib sheets’) into examinations, and consulting them even under the watchful eyes of invigilators. It also involved students obtaining sight of an examination paper in advance. The fraudulent creation of research results has also been an issue. However, in the 21st century, the opportunities for cheating have exploded. This has resulted in universities becoming more concerned about ensuring the integrity of their examination processes and the degrees they award. Our paper focuses on cheating in the writing of dissertations or theses required at undergraduate or postgraduate level, with an emphasis on plagiarism and ghostwriting. We do not propose a simple solution to these problems, as preventing or stopping cheating is not just a matter of catching the wrongdoers. Cheating is endogenous to the current university education system, and needs to be addressed in terms of not only prevention and detection but also how people who are found to engage in such misconduct are treated. We suggest that creative ways of promoting learning would help to minimise cheating at universities. It is also important to ensure that the issue is discussed openly among students and faculty staff.

Promoting Academic Integrity in the Context of 21st Century Technology

2018 ◽  
Vol 7 (4) ◽  
pp. 314-320 ◽  
Author(s):  
Melinda A. Solmon
Keyword(s):  
Academic Dishonesty ◽  
Ethical Behavior ◽  
Academic Integrity ◽  
Online Courses ◽  
Academic Misconduct ◽  
College Campuses ◽  
Instructional Programs ◽  
Academic Settings ◽  
Fundamental Value ◽  
Faculty And Administrators

Academic integrity is a fundamental value, and maintaining it is central to achieving the mission of providing high-quality instructional programs. Cheating in academic settings is a widespread problem, and the perception is that the proliferation of technology in recent years has compounded this concern. This paper provides an overview of the issues related to academic dishonesty and the problems associated with cheating on college campuses. Academic misconduct in online courses and programs is discussed, and a variety of ways that technology can be used by students to cheat are described. Strategies are offered that can be used to decrease cheating and promote ethical behavior. It is the responsibility of faculty and administrators to take steps to deter academic misconduct and to strive to create a culture of academic integrity.

Student Perspectives of Academic Integrity in an Online Environment: A Pilot Study

2021 ◽  
Vol 9 (2) ◽  
pp. 60-69
Author(s):  
Rhonda Richards
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Online Courses ◽  
Academic Misconduct ◽  
Internet Survey ◽  
Online Classes ◽  
Face To Face ◽  
Perceptions And Attitudes

The March 2020 COVID-19 pandemic caused many universities to move face-to-face and hybrid courses to completely online formats, resulting in increased challenges to academic integrity. Although academic misconduct and academic dishonesty among students is nothing new, the literature is inconclusive as to whether there is more cheating in online classes than in face-to-face classes. However, online education has made it much more difficult for instructors to detect instances of cheating. The purpose of this study is to identify student perceptions and attitudes regarding violations of academic integrity, particularly in online courses. An Internet survey link was sent to all students enrolled at a southwestern university.

scholarly journals PERSEPSI MAHASISWA PRODI PENDIDIKAN BAHASA INGGRIS UIN AR-RANIRY TENTANG PLAGIARISME TUGAS KULIAH

2018 ◽  
Vol 18 (2) ◽  
pp. 205
Author(s):  
Syamsul Bahri ◽  
Ika Kana Trisnawati
Keyword(s):  
Student Perceptions ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Time Management ◽  
English Language ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Campus Policy ◽  
The University

This study aimed to investigate the student perceptions of plagiarism and the reasons that led to plagiarism in the students’ assignments. The population of the study included the students of English Education Department at UIN Ar-Raniry Banda Aceh, with 166 students randomly selected as the sample. Questionnaire was used as the instrument for collecting data. The data were then analyzed with the SPSS in order to obtain their descriptive statistics. The results of the study showed that there were various students’ perceptions about the notion of plagiarism and the underlying reasons for their plagiarism. It was generally understood that plagiarism wa the use of words/ideas of others recognized as one’s own. Further, the major causes of plagiarism in the assignments were due to lack of English language skills and lack of time management. In addition, the behaviors of lecturers and the university involvement in socializing the concept of plagiarism also became the causes for the higher proportion of academic dishonesty among the students. These findings are expected to be the input for the creation of campus policy so that academic integrity and better lecture system can be achieved in any university.

Academic Integrity

2017 ◽  
pp. 306-326
Author(s):  
Mingsheng Li
Keyword(s):  
Language Proficiency ◽  
Academic Dishonesty ◽  
Academic Writing ◽  
Academic Integrity ◽  
Group Discussion ◽  
University Graduates ◽  
Situational Variables ◽  
Student Plagiarism ◽  
Language Writing ◽  
The University

Student plagiarism is a pervasive issue at all levels of study in Higher Education Institutions (HEIs) around the world. Plagiarism is considered as a cultural phenomenon and students from certain cultures are often stereotyped as ‘persistent plagiarists'. This chapter reports the findings of a research project and examines the issues of academic dishonesty reported by Chinese students in New Zealand universities. Four lecturers and six university graduates participated in the interviews and the focus group discussion. The study has identified seven forms of disguised plagiarism deriving from four interrelated variables: inadequate language proficiency, lack of discipline knowledge and conventions, issues of assessment, and situational variables. The university is morally responsible to teach the students the concept of Academic Integrity (AI) and plagiarism, discipline conventions and rules of games in academic writing, and develop their language, writing, and research skills to help them avoid the traps of plagiarism.

scholarly journals Academic Misconduct: An Investigation into Male Students’ Perceptions, Experiences & Attitudes towards Cheating and Plagiarism in a Middle Eastern University Context

2016 ◽  
Vol 6 (1) ◽  
pp. 158 ◽  
Author(s):  
Bilal M. Tayan
Keyword(s):  
Undergraduate Students ◽  
Academic Dishonesty ◽  
Information Source ◽  
Middle Eastern ◽  
Academic Misconduct ◽  
The Internet ◽  
First Year ◽  
Male Undergraduate ◽  
Students Attitudes ◽  
The University

Academic misconduct in many educational institutions in the Middle East is an inherent problem. This has been particularly true amongst the university student population. The proliferation of the Internet and the ownership of mobile and electronic devices, have, in part, witnessed rates of cheating, plagiarism and academic misconduct cases steadily increase across higher education contexts. Though the growth of the Internet as an information source and gateway to knowledge has increased substantially in recent years, it has, however, opened up a plethora of varying forms and rates of academic dishonesty. This study was conducted through an online Likert scale questionnaire. Its purpose was to investigate first year male undergraduate students’ attitudes, experiences and perceptions towards plagiarism and cheating in a university located in Saudi Arabia. The study aimed at addressing themes in relation to the meaning, forms, source, frequency and reasons of cheating and plagiarism. The study indicates that cheating and plagiarism is common among students, while a need to address student awareness and clarify student expectations towards academic integrity was also identified. The study also proposes several recommendations to alleviate the levels of academic misconduct, be it cheating in exams or plagiarising content, in the Saudi university context.

Assessing and Addressing Academic Integrity at a Doctoral Extensive Institution

NASPA Journal ◽  
2004 ◽  
Vol 42 (1) ◽  
Author(s):  
Carrie L Zelna ◽  
Marilee J Bresciani
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Educational Interventions ◽  
Academic Misconduct ◽  
Self Report ◽  
Campus Community ◽  
Current Trends ◽  
Research I Institution ◽  
The University

Based on concerns regarding current trends in higher education, one Research I institution set out to measure knowledge, attitudes, behavior, and perceptions related to academic misconduct. Through a self-report survey, trends specific to the university’s community as well as educational interventions were identified to further educate the campus community about academic integrity in order to reduce academic misconduct.

scholarly journals Understanding Academic Misconduct

2006 ◽  
Vol 36 (1) ◽  
pp. 49-63 ◽  
Author(s):  
Julia M. Christensen Hughes ◽  
Donald L. McCabe
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
Educational Opportunities ◽  
Assessment Practice ◽  
Knowing That ◽  
Canadian Higher Education ◽  
Institutional Strategies ◽  
The University

Research suggests that the majority of U.S. undergraduate students have engaged in some form of misconduct while completing their academic work, despite knowing that such behaviour is ethically or morally wrong. U.S.-based studies have also identified myriad personal and institutional factors associated with academic misconduct. Implicit in some of these factors are several institutional strategies that may be implemented to support academic integrity: revisiting the values and goals of higher education, recommitting to quality in teaching and assessment practice, establishing effective policies and invigilation practices, providing educational opportunities and support for all members of the university community, and using (modified) academic honour codes. There is a dearth of similar research in Canada despite growing recognition that academic misconduct is a problem on Canadian campuses. This paper suggests that Canadian higher education can learn much from the U.S. experience and calls for both a recommitment to academic integrity and research on academic misconduct in Canadian higher education institutions.

scholarly journals Identifying and Characterizing Students Suspected of Academic Dishonesty in SPOCs for Credit through Learning Analytics

2020 ◽  
Author(s):  
Daniel A. Jaramillo-Morillo ◽  
José A. Ruipérez-Valiente ◽  
Mario F. Solarte Sarasty ◽  
Gustavo A. Ramírez-González
Keyword(s):  
Academic Dishonesty ◽  
Learning Analytics ◽  
Online Courses ◽  
Market Value ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Working Groups ◽  
Academic Recognition ◽  
The University

Massive Open Online Courses (MOOCs) have been transitioning slowly from being completely open and without clear recognition in universities or industry, to private settings through the emergence of Small and Massive Private Online Courses (SPOCs and MPOCs). Courses in these new formats are often for credit and have clear market value through the acquisition of competencies and skills. However, the endemic issue of academic dishonesty remains lingering and generating untrustworthiness regarding what students did to complete these courses. In this case study, we focus on SPOCs with academic recognition developed at the University of Cauca in Colombia and hosted in their Open edX instance called Selene Unicauca. We have developed a learning analytics algorithm to detect dishonest students based on submission time and exam responses providing as output a number of indicators that can be easily used to identify students. Our results in two SPOCs suggest that 17% of the students that interacted enough with the courses have performed academic dishonest actions, and that 100% of the students that were dishonest passed the courses, compared to 62% for the rest of students. Contrary to what other studies have found, in this study, dishonest students were similarly or even more active with the courseware than the rest, and we hypothesize that these might be working groups taking the course seriously and solving exams together to achieve a higher grade. With MOOC-based degrees and SPOCs for credit becoming the norm in distance learning, we believe that if this issue is not tackled properly, it might endanger the future of the reliability and value of online learning credentials.

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