Academic Integrity

2011 ◽  
pp. 131-154 ◽  
Keyword(s):  
Online Learning ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Faculty Training ◽  
Honor Codes ◽  
Ethical Behaviors ◽  
Academic Fraud ◽  
Learning Programs ◽  
Global Concern ◽  
The Individual

Academic dishonesty is rampant and statistically rising. Academic integrity in online learning programs is of global concern. Individuals who commit academic fraud rationalize their behavior in different ways. Educators must constantly be aware of what students are doing. In the past, too many educators remained oblivious to technologies that students were using to cheat or plagiarize. Promoting academic integrity requires faculty training and then the adherence of that faculty to certain principles and policies. Some schools and institutions have developed honor codes to deter cheating incidents. Most importantly, academic integrity requires a culture of trust and honesty, which can have the strongest influence over morality and ethical behaviors. Academic integrity begins with the individual educator and must permeate the entire organization.

scholarly journals “There are Always Ways to Cheat” Academic Dishonesty Strategies During Online Learning

2021 ◽  
Vol 2 (2) ◽  
pp. 60-67
Author(s):  
Herdian Herdian ◽  
Itsna Nurrahma Mildaeni ◽  
Fatin Rohmah Wahidah
Keyword(s):  
Online Learning ◽  
Nursing Students ◽  
Academic Dishonesty ◽  
Group Discussion ◽  
Learning System ◽  
Educational Institutions ◽  
Online Groups ◽  
Online System ◽  
Academic Fraud ◽  
New Learning

Since the implementation of online learning in various countries in the world, all educational institutions have made new learning adjustments. Universities are educational institutions that have also changed the online learning system. but online learning has an impact on academic ethical behavior.  Purpose. the aims of this study is to determine the behavior of academic dishonesty when online learning is applied, besides that it also examines the strategies of nursing students majoring in academic dishonesty. Materials and methods. 150 college students participated in filling out an online academic dishonesty questionnaire and we randomly selected 5 nursing students to participate in a focus group discussion to discuss their dishonest behavior during online learning. Results. Our research shows that academic dishonesty behavior in the form of collaboration is common in online learning. In the process, student learning has strategies for committing academic fraud in various ways, including by downloading a friend’s answer file in the online system by logging in using a standard username and password that is not changed by students. In addition, the student chose to behave dishonestly by imitating his friend’s work by simply changing the name rather than trying to answer the question. and take advantage of the whatsapp group application to collaborate in cheating. Conclusions. Collaboration in academic dishonesty predominates: one way is by collaborating in online groups to cooperate with each other illegally. We describe several other forms in detail and discuss them.

scholarly journals Determining the opinions of health sciences students and faculty regarding academic integrity

2007 ◽  
Vol 3 (2) ◽  
Author(s):  
Ken Randall ◽  
Denise G Bender ◽  
Diane M Montgomery
Keyword(s):  
Academic Dishonesty ◽  
Academic Integrity ◽  
Health Sciences ◽  
Academic Program ◽  
Theoretical Interpretation ◽  
Personal Integrity ◽  
Health Sciences Students ◽  
And Gender ◽  
The Individual ◽  
Key Aspects

This study used Q method to understand the opinions of students and faculty in health sciences programs in physical therapy and occupational therapy regarding what they consider to be key aspects of academic integrity, viewing it from the perspectives of the individual, the academic program, practitioners, and society. Thirty-eight students and faculty sorted statements on academic integrity to represent their reactions to the condition of instruction, "What are your thoughts about values in your academic program?" Data were analysed by correlating the sorts and using factor analysis and rotation to produce two factors, each with distinct views of academic integrity. 'Collective Integrity' reflects a more society-oriented view and 'Personal Integrity' shows a more internally-driven view. Demographic information revealed that more students, women, and those less than thirty years of age define the Collective Integrity factor, which is substantiated through theoretical interpretation using Gilligan's feminist theory of development. Demographics of academic role, age, and gender were not as strongly linked to the Personal Integrity factor. The implications of this study include the need for academic institutions to develop or continue with established policies that promote academic integrity, and for further research on this subject, as well as that of academic dishonesty.

scholarly journals Pengaruh Faktor Individual Dan Situasional Terhadap Niat Untuk Melakukan Kecurangan Akademis

2020 ◽  
Vol 15 (1) ◽  
pp. 108-129
Author(s):  
Indri Annisa Ghaida ◽  
Amy Fontanella ◽  
Fera Sriyuniati
Keyword(s):  
Academic Dishonesty ◽  
Academic Integrity ◽  
Subjective Norms ◽  
Situational Factors ◽  
Accounting Students ◽  
Individual Factors ◽  
Academic Fraud ◽  
Negative Effect

This research investigates the effect of individual factors (attitudes, subjective norms and behavioral controls) and situational factors (culture of academic integrity, ambiguity and pressure) towards students' intentions to commit an academic dishonesty. This research was conducted on accounting students at Politeknik Negri Padang (PNP). The data was collected through a questionnaire with total of 346 respondents. The study found that individual factors (attitudes, subjective norms and behavioral controls) have a negative effect on students academis dishonesty. However,  situational factors (culture of academic integrity, ambiguity and pressure) did not have a significant effect on the intention to commit an academic fraud. This finding contribute to  PNP, especially Accounting department in formulating policies to minimize students’ academic fraud.

scholarly journals Catching lightning in a bottle: Surveying plagiarism futures

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Zachary Dixon ◽  
Kelly George ◽  
Tyler Carr
Keyword(s):  
Higher Education ◽  
At Risk ◽  
Online Learning ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
Data Driven ◽  
Digital Evidence ◽  
Learning Platforms ◽  
New Challenges

The digitization of higher education is evolving academic misconduct, posing both new challenges to and opportunities for academic integrity and its research. The digital evidence inherent to online-based academic misconduct produces new avenues of replicable, aggregate, and data-driven (RAD) research not previously available. In a digital mutation of the misuse of unoriginal material, students are increasingly leveraging online learning platforms like CourseHero.com to exchange completed coursework. This study leverages a novel dataset recorded by the upload of academic materials on CourseHero.com to measure how at-risk sample courses are to potential academic misconduct. This study’s survey of exchanged coursework reveals that students are sharing a significant amount of academic material online that poses a direct danger to their courses’ academic integrity. This study’s approach to observing what academic material students are sharing online demonstrates a novel means of leveraging digitized academic misconduct to develop valuable insights for planning the mitigation of academic dishonesty and maintaining course academic integrity.

Detection and Deterrence of Plagiarism in Online Learning Environments

2011 ◽  
pp. 604-615
Author(s):  
Alan McCord
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Academic Integrity ◽  
Plagiarism Detection ◽  
Online Learning Environments ◽  
Student Plagiarism ◽  
Learning Programs ◽  
Detection Software ◽  
Individual Use ◽  
Detection Technologies

Student plagiarism inhibits student learning and damages institutional reputations. Online learning provides different opportunities for student plagiarism than in the traditional classroom, and many observers question whether online learning environments can demonstrate the same level of academic integrity found in traditional classrooms. One method of combating plagiarism is the use of plagiarism detection software, which are licensed for individual use or integrated into an institutional course management system (CMS). Understanding the nature of plagiarism and implementing a plagiarism education and detection program can improve the effectiveness of these tools and therefore improve the quality and reputation of online programs. This article focuses on how plagiarism may be reduced in online learning environments. The article begins with a definition of plagiarism and the characteristics of online learning environments that make them vulnerable to student plagiarism. A review of plagiarism detection technologies and the capabilities of popular detection tools are discussed. The article then addresses how plagiarism detection software can be systematically implemented in support of online learning programs: establishing academic integrity policies, improving the design of assignments and assessments, and establishing effective education programs. The article concludes by exploring future developments in online learning environments and plagiarism detection technologies.

Honor Among Students: Academic Integrity and Honor Codes at State-Assisted Universities

NASPA Journal ◽  
1998 ◽  
Vol 36 (1) ◽  
Author(s):  
Teresa L. Hall ◽  
George D. Kuh
Keyword(s):  
Student Affairs ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Student Attitudes ◽  
Campus Culture ◽  
Primary Data ◽  
Honor Codes ◽  
And Behavior ◽  
Attitudes And Behavior ◽  
The Relationship

This qualitative study examined the relationship between institutional honor codes and student attitudes and behavior related to academic dishonesty. The primary data sources were students, faculty, and student affairs staff at three state-assisted universities. The results point to three conclusions: An academic honor code is only a mild deterrent to academic dishonesty; Faculty, student affairs staff and students differ in their views as to why students cheat; Students are more likely to cheat if they perceive that the campus culture tolerates cheating.

Covid-19 Pandemic And Sustainabilitystudy At Madrasah Ibtidaiyyahpsm Sulursewu, Teguhan, Ngawi, East Java

2020 ◽  
Vol 1 (02) ◽  
pp. 103-114
Author(s):  
Moh. Toriqul Chaer ◽  
Muhammad Atabiqul As'ad ◽  
Qusnul Khorimah ◽  
Erik Sujarwanto
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Psychological Impact ◽  
Educational Institutions ◽  
Participatory Action ◽  
Social Phenomena ◽  
Learning Programs ◽  
Teachers And Students ◽  
The Government

The continuity of learning programs during the COVID-19 pandemic found educational institutions, especially Madrasah Ibtidaiyyah (MI) temporarily closed the learning process in schools. To prevent the spread of COVID-19 that is currently engulfing Indonesia. Lack of preparation, readiness and learning strategies have a psychological impact on teachers and students. Declining quality of skills, lack of supporting facilities and infrastructure. Learning from home (online) is an effort by the government program to ensure the continuity of learning in the pandemic period. The research method uses participatory action research (PAR), which focuses on understanding social phenomena that occur in the community and mentoring efforts on the problems faced. The assistance effort is to help the children of MI Sulursewu, Ngawi in participating in online learning related to; 1). Preparation of activities, 2). Counselling participants offline method, 3). Offline activities method. Results of the study show that the mentoring activities following the target of achievement; first, the activity can be carried out following the schedule that has been set. Second, students are always on time for the online learning hours that have been set. Offline methods show that efforts can help ease the burden on parents, but can also make it easier for students to receive subject matter.  

Learners’ perceptions of instructor feedback in e-learning courses – findings from HBMSU, United Arab Emirates

2017 ◽  
Vol 2 (3) ◽  
pp. 35 ◽  
Author(s):  
Niyi Awofeso ◽  
Moyosola Bamidele
Keyword(s):  
Online Learning ◽  
United Arab Emirates ◽  
Online Courses ◽  
Student Perception ◽  
Test Reliability ◽  
Specific Information ◽  
Limited Participation ◽  
Instructor Feedback ◽  
Learning Programs ◽  
Real Person

Instructor feedback is constructive and specific information provided by an instructor to a learner on his or her course work and/or class contributions in relation to the course objectives and expectations. Effective instructor feedback is particularly important in online learning as learners are more likely to withdraw from online learning environments due to delayed, or inadequate feedback, compared with students enrolled in physical classes. Not all learners are equally active, and there are indeed learners who hardly take an active part in online course activities -the so-called lurkers. Courteous instructor feedback to such learners on their limited participation has been shown to improve learners’ participation in online courses. Diligent learners engaged in online learning programs expect feedback to be contextual, supportive, constructive, timely, substantive, summative and formative.  This study examined the perceptions of 66 undergraduate and postgraduate learners on feedback provided in eight online courses facilitated by the same instructor at the School of Health and Environmental Studies, Hamdan Bin Mohammed Smart University, Dubai, UAE between August 2014 and December 2015. Data collection from learners was anonymized and participation was voluntary. The survey sought to elicit learners’ perceptions on the extent to which feedback provided in specified courses were motivational, timely, frequent, supportive, and individualized. A polytomous Rasch model was utilized to analyze the data with Winsteps and STATA. Analysis of the 20 survey questions revealed a real person reliability of 0.82 and a Cronbach Alpha test reliability of 0.96, suggesting that the scale discriminates well between the persons. The real item separation reliability of 0.77 suggests that the questions are reliable in measuring the specified items.  Descriptive analyses revealed general agreement among the majority of learners on the effectiveness of feedback provided by the instructor, although Infit and Outfit Z-standard deviation statistics revealed two questions with unexpected rare (i.e. “mostly disagree” or “completely disagree”) extremes in several learners’ responses.  Unlike single questions related to learner feedback in most Student Perception of Teaching Surveys, this survey instrument comprehensively explores the dimensions of instructor feedback, aspects of which may not be previously known to learners or instructors. Our results indicate that systematic collection and analysis of learners’ feedback comments have a strong potential to enhance feedback competencies of course facilitators, as well as provide a common platform for both learners and course facilitators vis-à-vis the diverse objectives of instructor feedback.  

scholarly journals Computer Literacy and Online Learning Attitude toward GSOE Students in Distance Education Programs

2016 ◽  
Vol 6 (3) ◽  
pp. 147 ◽  
Author(s):  
Lung-Yu Li ◽  
Long-Yuan Lee
Keyword(s):  
Online Learning ◽  
Computer Literacy ◽  
Online Courses ◽  
The Body ◽  
Education Management ◽  
Learning Attitude ◽  
Learning Attitudes ◽  
Significant Difference ◽  
Learning Programs ◽  
Managerial Implications

<p>The purpose of this study was to explore graduate students’ competencies in computer use and their attitudes toward online learning in asynchronous online courses of distance learning programs in a Graduate School of Education (GSOE) in Taiwan. The research examined the relationship between computer literacy and the online learning attitudes of these students. Data were collected via a survey through 252 GSOE students in Taiwan. Results revealed a significant positive relationship between computer literacy and online learning attitude among the students. Higher computer literacy was correlated with higher online learning attitude. However, no statistically significant difference was found in online learning attitude by gender or by age group. Suggestions and managerial implications were discussed in the study, and would provide contribution both to the body of knowledge in the filed of education management.</p>

Competencies and preferences of online psycho-education for caregivers of transition-aged autistic youth

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hung Jen Kuo ◽  
Jina Chun ◽  
Gloria Lee ◽  
Sarah Curtiss
Keyword(s):  
Online Learning ◽  
Community Involvement ◽  
Independent Living ◽  
Design Methodology ◽  
Autistic Children ◽  
Content Type ◽  
Synchronous Mode ◽  
Learning Programs ◽  
The Usa ◽  
Living Skills

PurposeThe need for more accessible services is apparent and has become more urgent due to the pandemic, COVID-19. While online psycho-education exists, its feasibility is rarely tested. This study explored the online learning experiences and technology competencies of caregivers of transition-aged autistic youth. Their preferred online transition-related training topics were also explored.Design/methodology/approachA quantitative survey was developed based on the review of related literature. The survey was distributed to caregivers of autistic children in the USA.FindingsResults showed that these caregivers are open to online learning (84%) while preferring asynchronous (74.6%) over synchronous mode (12%). The highest-rated topics include life/independent living skills, employment and social and community involvement.Originality/valueThis paper presented valuable information for researchers and educators who are interested in developing online learning programs for the caregivers of autistic children.

Sign in / Sign up

Export Citation Format

Share Document