Original Writing in a Remix Culture

2021 ◽  
pp. 152-171
Author(s):  
Kristin Winokur Early ◽  
Holli Vah Seliskar ◽  
David Alan White ◽  
Jonathan Lee Mead ◽  
William C. Campbell
Keyword(s):  
Original Writing ◽  
Higher Education ◽  
Academic Dishonesty ◽  
Online Instruction ◽  
Academic Integrity ◽  
Digital Age ◽  
Content Delivery ◽  
New Era ◽  
Global Pandemic ◽  
K 12

A new era of educational instruction was ushered in with the advent of 2020. Students, educators, and administrators had to rethink content delivery during a global pandemic. The move to online instruction introduced challenges, among which is the challenge of promoting original writing in the digital age. Technology has contributed to a remix culture that encourages patchwork assemblage of existing works and ideas. Accustomed to having information available at their fingertips, learners often have little conception of the origins or ownership of the information. With increasing shifts to remote education, instruction must evolve to clearly define what constitutes original writing and academic integrity. This chapter explores plagiarism, academic dishonesty, and the influence of technology across the differentiated remote settings of K-12 and higher education. Strategies for addressing academic dishonesty and fostering integrity are explored from the perspectives of students, educators, curriculum developers, and administrators.

scholarly journals Teaching Future Educators During a Global Pandemic

2021 ◽  
Vol 9 (2) ◽  
pp. 25-36
Author(s):  
Jacquelynne Anne Boivin
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
Private Higher Education ◽  
Long Term Effects ◽  
Public And Private ◽  
Global Pandemic ◽  
The Us ◽  
Private Higher Education Institutions ◽  
K 12

While schools are the center of attention in many regards throughout the COVID-19 pandemic, programs that prepare educators have not received nearly as much attention. How has the reliance on technology, shifts in daily norms with health precautions, and other pandemic-related changes affected how colleges and universities are preparing teachers for their careers? This article walks the reader through the pandemic, from spring 2020, when the virus first shut down the US in most ways, to the winter of 2021. The authors, two educator preparation faculty members from both public and private higher education institutions in Massachusetts, reflect on their experiences navigating the challenges and enriching insights the pandemic brought to their work. Considerations for future implications for the field of teacher-preparation are delineated to think about the long-term effects this pandemic could have on higher education and K-12 education.

scholarly journals PhD’s Academic Integrity Culture: the Experience of Latin America

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 162-171
Author(s):  
Anastasiia Kuzmenko ◽  
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Academic Dishonesty ◽  
United States Of America ◽  
Academic Integrity ◽  
The United States ◽  
Scientific Activity ◽  
Unethical Behaviour ◽  
The Third ◽  
High Level

The article deals with the features of higher education of the third level in Latin America, namely Brazil and Mexico. The object of the research is the quality system of higher education in Latin America (Brazil and Mexico), and its subject is the formation and attitude to the culture of academic integrity of PhD-applicants in these countries. The goal is highlighting the implementation of the leading practices for the formation of the academic integrity culture among PhD-applicants in Latin America, in particular Brazil and Mexico. Objectives are to consider ways of forming the academic integrity culture of PhD-applicants at the international, state and institutional levels in Latin America, in particular Brazil and Mexico. It has been investigated that scientific activity is widely developed in Brazil, and the basis for the formation of academic integrity is used according to the experience of the United States of America. However, violations such as plagiarism or deception are perceived not as a manifestation of unethical behaviour, but more as a violation of ignorance or unintentional borrowing. There is also a low level of success of applicants for higher education, which is also fruitful for the generation of dishonest behaviour. Mexico is the «opposite lever» in the experience of the academic integrity culture, since the economic system of the country has its own gaps and leads to a high level of corruption, and as a result, the manifestation of academic dishonesty in all its forms. Despite this, the country understands the need to form the academic integrity culture as a factor influencing the further responsible and ethical activities of a future competitive specialist. Thus, there is a cyclical nature: the honest behaviour of the applicant for education forms the skills of the honest behaviour of a specialist, the honest behaviour of a specialist is the absence of corruption, in particular in education.

scholarly journals Switching from Face-to-Face to Online Instruction Midsemester

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Debora Herold ◽  
Tina Chen
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Undergraduate Students ◽  
Online Instruction ◽  
Online Classes ◽  
Face To Face ◽  
Global Pandemic ◽  
Limited Perspective ◽  
Technology Changes ◽  
Before And After

The COVID-19 pandemic disrupted higher education during Spring 2020 by forcing all face-to-face classes to unexpectedly transition to online learning. To better understand how switching to remote learning affected students and the factors that impacted their ability to successfully complete classes, 168 undergraduate students in three different psychology classes (six sections total) were asked in the last week of the semester about their experiences from before and after the switch. Students reported some decreased access to technology, changes in work responsibilities, some amount of physical illness, and the need to care for others who were physically ill. Notably, students consistently reported increased stress and decreased ability to focus. Students varied in how much they prioritized classes after the switch, which predicted their performance in the class, measured by exam grade, overall grade, and completion of attendance before and after the switch. Importantly, survey respondents significantly differed from non-respondents in their class performance, which suggests that results from voluntary surveys may capture a limited perspective and possibly underestimate the detrimental effects of the shift to online instruction. Implications for planning for future online classes in a global pandemic are discussed.

scholarly journals Cheating and Feeling Honest: Committing and Punishing Analog versus Digital Academic Dishonesty Behaviors in Higher Education

10.28945/3629 ◽  
2016 ◽  
Vol 12 ◽  
pp. 193-205 ◽  
Author(s):  
Adi Friedman ◽  
Ina Blau ◽  
Yoram Eshet-Alkalai
Keyword(s):  
Higher Education ◽  
Gender Differences ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
The Self ◽  
Self Concept ◽  
Positive View ◽  
Maintenance Model ◽  
Disciplinary Committee ◽  
Shed Light

This study examined the phenomenon of academic dishonesty among university students. It was based on Pavela’s (1997) framework of types of academic dishonesty (cheating, plagiarism, fabrication, and facilitation) and distinguished between digital and “traditional”- analog dishonesty. The study analyzed cases of academic dishonesty offenses committed by students, as well as the reasons for academic dishonesty behaviors, and the severity of penalties for violations of academic integrity. The motivational framework for committing an act of academic dishonesty (Murdock & Anderman, 2006) and the Self-Concept Maintenance model (Mazar, Amir, & Ariely, 2008) were employed to analyze the reasons for students’ dishonest behaviors. We analyzed 315 protocols of the Disciplinary Committee, at The Open University of Israel, from 2012-2013 that represent all of the offenses examined by the Committee during one and a half years. The findings showed that analog dishonesty was more prevalent than digital dishonesty. According to the students, the most prevalent reason for their academic dishonesty was the need to maintain a positive view of self as an honest person despite violating ethical codes. Interestingly, penalties for analog dishonesty were found to be more severe than those imposed for digital dishonesty. Surprisingly, women were penalized more severely than men, despite no significant gender differences in dishonesty types or in any other parameter explored in the study. Findings of this study shed light on the scope and roots of academic dishonesty and may assist institutions in coping effectively with this phenomenon.

scholarly journals Academic Integrity, Axiology and Business Ethics Pedagogy

2020 ◽  
Author(s):  
Caroline Burns
Keyword(s):  
Higher Education ◽  
Business Ethics ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Unethical Behavior ◽  
Effective Means ◽  
Pedagogical Approach ◽  
Ethics Curriculum

This purpose of this paper is to outline how values theory can be incorporated into a business ethics curriculum and how academic integrity can be recruited in doing so. The paper presents a pedagogical approach that allows students to reflect on their values, articulate their values stances, and learn how values influence both ethical and unethical behavior. The paper also demonstrates how academic dishonesty is an effective means by which to teach students the pathway from values, to attitudes, to behavior, while also teaching students the long-term ramifications of behaving unethically during their time spent in higher education.

scholarly journals Academic dishonesty: An international student perspective

2016 ◽  
Vol 2 (1) ◽  
pp. 111-123 ◽  
Author(s):  
Denise Simpson
Keyword(s):  
Higher Education ◽  
International Students ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
International Student ◽  
Campus Culture ◽  
Student Perspective ◽  
Policies And Procedures ◽  
Faculty And Administrators ◽  
Changing Demographics

Academic dishonesty is a long-standing issue for faculty and administrators, yet the concern over dishonesty among international students is growing. With the changing demographics of higher education, faculty and administrators must revisit how campus policies and procedures serve all students’ needs, but especially international students, as it relates to academic dishonesty. This article explores academic dishonesty from an international student context and provides suggestions for facilitating a campus culture of academic integrity.

scholarly journals ACADEMIC DIGNITY IN THE UKRAINIAN EDUCATIONAL SPACE: PROBLEMS AND SOCIAL THREATS

2019 ◽  
pp. 122-128
Author(s):  
Andrii Kolesnikov
Keyword(s):  
Higher Education ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Legal Aspect ◽  
Economic Security ◽  
Academic Science ◽  
Social Aspect ◽  
Security Level ◽  
Higher Education System ◽  
Comparison Results

Introduction. The economic progress of any country or region is always scientifically based. Science itself creates the tools for technological, economic and social development, however, in the context of the global problem of mass “pseudo scientific” research and “pseudo study” the specified causal relationships are unimplemented, which leads to distortion of the educational system. One of the major reasons for this is the process of violating the standards of academic integrity, and sometimes their misunderstanding also. The social aspect of academic integrity is very important. Understanding one’s own responsibility (or irresponsibility) for violating the standards of scientific ethics from the point of teachers and students directly determines the perception of the higher education system in Ukraine. It also determines formation the system of values that is formed in youth during studying in educational institutions. Purpose. The aim of the article is to investigate the special aspects of implementation the principles of academic integrity in Ukraine, their comparison with the European ones, and further proposals development on minimizing academic dishonesty. Research methods. Generalization, analysis, synthesis, comparison. Results. The legal aspect of academic integrity in Ukrainian law and its difference with the standards defined in the SAIUP project have been investigated. The directions of increasing the level of academic integrity among students are determined. The problem of plagiarism in the educational and scientific environment was investigated and the prospects of integration of the Unicheck platform and the national scientific texts repository are outlined. The approaches for understanding plagiarism with the international turnitin platform are described. A list of plagiarism checking resources is grouped. The responsibility for the proven facts of plagiarism is signified. Conclusions. Using the article-based tools to promote academic integrity will increase the confidence in Ukrainian academic science in general and will increase economic security level in particular higher education institutions.

Institutionalizing Academic Integrity

2019 ◽  
pp. 1-21
Author(s):  
Neeta Baporikar
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Educational Process ◽  
Educational Systems ◽  
Learning And Development ◽  
Purpose Of Education ◽  
The Many ◽  
Detection Strategies

Academic dishonesty can come in a variety of forms. Hence, there is a need for academics to stay abreast of the many and varied methods of cheating, and potentially, utilize an array of prevention and detection strategies in ‘combination'. This very dynamics of academic dishonesty, fails the very purpose of education, Higher Education Institutions (HEIs) and educational systems. If learners engage in academic dishonesty or malpractice either intentionally or unintentionally; it not only retards the learning and development, but more important raises questions on Academic Integrity (AI) of HEIs on which the whole edifice of educational process rests. Through grounded research, an in-depth literature review, deep observation, and being a part of HE for nearly two decades, this chapter delves into the causes of academic dishonesty. The focus is on the need and mechanism to institutionalize polices for AI, which the present hour demands.

scholarly journals Investigating the probability of student cheating: The relevance of student characteristics,assessment items, perceptions of prevalence and history of engagement

2007 ◽  
Vol 3 (2) ◽  
Author(s):  
Michael L Kremmer ◽  
Mark Brimble ◽  
Peta Stevenson-Clarke
Keyword(s):  
Higher Education ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
Fundamental Issue ◽  
University Administrators ◽  
Tertiary Sector ◽  
History Of ◽  
Student Cheating ◽  
Do So

Academic dishonesty is a fundamental issue in terms of the educational integrity of higher education institutions. Accordingly, there is a growing pool of literature that examines this issue. This study adds to this literature by investigating factors that may influence student engagement in academic misconduct. We examine the influence of the type of assessment items, age, gender, nationality, discipline and level of study and the students' self-reported history of cheating. Drawing from a survey of 1,057 students across four major Queensland universities, we find that a student's age, gender and nationality are useful in explaining the probability of a student cheating. Our key finding, however, suggests that the likelihood that a student will engage in any given cheating behaviour is most strongly influenced by the extent to which the student engages in other forms of cheating, supporting the notion of "once a cheat always a cheat". We conclude that more needs to be done to combat a culture of acceptance of academic dishonesty and to minimise defensive misconduct by students who otherwise might not engage in such behaviour. We suggest that university administrators devote increased resources to this issue and develop mechanisms for managing and curtailing the level of academic misconduct. A failure to do so may result in a further undermining of the academic integrity of the Australian tertiary sector.

scholarly journals Varying institutional procedures for dealing with student academic misconduct: A short comparative analysis

2020 ◽  
Author(s):  
Shiva Das Sivasubramaniam ◽  
Zeenath Reza Khan
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Focal Point ◽  
Academic Misconduct ◽  
European Network ◽  
Institutional Policies ◽  
Policies And Procedures ◽  
Comparative Manner

Establishing and maintaining academic integrity has always been a focal point amongst all higher education organisations. A few studies have been designed to compare the efficacy of measures/procedures amongst different institutions. Some other attempts were also made to compare the procedures for academic misconduct investigations amongst different institutions about handling potential plagiarisms and/or academic misconducts. The aim of this workshop based investigation was to show the participants, the importance of pro-activeness and practical awareness to establish institutional procedures for handling potential plagiarism and/or academic dishonesty. We wanted to show the inconsistencies in the approaches of conducting academic investigations relating to plagiarism related misconducts. We have carried out a simple Google® search and selected publicly available institutional policies and procedures of five different international universities representing different geographical representations. The comparison has highlighted the approaches to investigate plagiarism or academic misconduct are varied amongst these universities. Some institutional policies have established clearly defined processes, others have vague and ambiguous procedures. The study has highlighted the importance of investigating institutional procedures in a comparative manner. In order to provide some recommendation of institutional policies and procedures, we would work closely with the European Network of Academic Integrity (ENAI), and other international stakeholders to expand this study in a larger scale.

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