scholarly journals Technical and Non-Technical Programme Students’ Attitudes and Reasons for Plagiarism

2017 ◽  
Vol 10 (11) ◽  
pp. 141 ◽  
Author(s):  
Madhubala Bava Harji ◽  
Zalina Ismail ◽  
Thiba Naraina Chetty ◽  
Krishnaveni Letchumanan
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Time Management ◽  
Quantitative Data ◽  
Writing Skills ◽  
The Internet ◽  
Negative Attitudes ◽  
Informed Decisions ◽  
Students Attitudes ◽  
Severe Penalty

To date, plagiarism continues to be a widespread problem in higher education. Deemed to be endemic, researchers continue to examine various aspects of plagiarism, including students’ perception, practices, attitudes and reasons for plagiarism, in addressing this growing concern. Most studies, however, tend to examine these aspects independently. This paper reports on a study that examined both the students’ attitudes and reasons for plagiarism, particularly among the Technical and Non-Technical programme students. A questionnaire was administered to 120 students, i.e. 60 each from each programme to gather quantitative data on their attitudes and reasons for plagiarising. The study found that students in both groups hold negative attitudes towards plagiarism. They deem it synonymous to cheating in final examinations and advocate severe penalty to offenders who submit free downloaded or purchased articles. However, they disagree on being penalised for permitting their peers to plagiarise their work. Significant differences were found for the latter two attitudes between the groups. Albeit, disfavouring plagiarism, the two most cited reasons that compel students in both groups to plagiarise are their self-inadequacy in writing skills and poor time management, followed by the temptation and opportunity to plagiarise from the internet and to cope with the institutional load. With an understanding of these variables, all parties will be able to make more informed decisions in addressing this malpractice and upholding academic integrity.

Attitudes about the Internet: Implications for Use in Education

2002 ◽  
Vol 31 (2) ◽  
pp. 143-156 ◽  
Author(s):  
Eric N. Wiebe ◽  
Eric Shaver ◽  
Michael S. Wogalter
Keyword(s):  
Higher Education ◽  
Demographic Variables ◽  
The Internet ◽  
Education Students ◽  
Negative Attitudes ◽  
Different Populations ◽  
Use Of Internet ◽  
The Impact ◽  
Affective Dimensions ◽  
Beliefs And Attitudes

This study identified beliefs and attitudes about the Internet in relation to different populations of higher education students. A pair of surveys were used to better understand positive and negative attitudes students harbor concerning the WWW and related Internet technologies. The responses were used to both validate what are the most salient positive and negative aspects of the Internet and to reveal differences in attitude toward these aspects based on demographic variables. The results are discussed with respect to the affective dimensions that shape the use of Internet-related technologies and the need for further research into the impact of the Internet on higher education.

scholarly journals Online Learning by Means of Zoom in the Period of the COVID-19 Crisis, as Perceived by Students in Higher Studies [Abstract]

10.28945/4814 ◽  
2021 ◽  
Author(s):  
Ilan Daniels Rahimi ◽  
Gila Cohen Zilka
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Learning Disorders ◽  
Future Research ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Attitudes Towards Learning

Aim/Purpose: This study examined students’ attitudes to characteristics of learning in Zoom, attitudes to the quality of teaching in Zoom and ways of learning, about a year after the outbreak of the COVID-19 crisis. Background COVID-19 crisis caused exposure to online learning on the largest scale known in human history, and that together with the challenges of the transition to online learning, there are also opportunities to change perceptions of teaching and learning, and to include new ways in the learning and teaching process in higher education. Methodology: The research question was: What are students’ attitudes to the characteristics of learning in Zoom, the quality of teaching in Zoom and ways of learning in Zoom? The study is a quantitative one, the questionnaire contained closed questions, and 712 students who study in higher education institutions in Israel participated in the study. Contribution: Facilitators, inhibitors, implications and recommendations were identified. Findings: The findings showed that most students are satisfied with learning in Zoom, and that there was a significant improvement in the students’ attitudes towards learning in Zoom during their studies in the shadow of Covid-19. It was found that older students have more positive attitudes towards learning in Zoom, and learning disorders are connected to more negative attitudes towards learning in Zoom; however, there was also an improvement in the attitudes of students with learning disorders, during their learning experience in the shadow of COVID-19. Recommendations for Practitioners: This study shows that most students are satisfied with learning in Zoom and that there was a significant improvement in students’ attitudes towards learning in Zoom during their studies in the shadow of COVID-19, a year after the outbreak of the COVID-19 crisis. Recommendations for Researchers: It was found that older students have more positive attitudes towards learning in Zoom, and learning disorders are connected to more negative attitudes towards distance learning; however, among students with learning disorders there was also an improvement in attitudes during their studies in the shadow of COVID-19. Impact on Society: The present crisis could be a catalyst for processes that have been taking place in recent years in the use of technology in teaching and learning and in the transition to online learning. Future Research: Future research on the effectiveness of learning by means of Zoom in higher education could examine parameters such as evaluation of the learners’ achievements, the quality of the assignments presented by the students, meeting schedules, whether lecturers manage to teach all the subject matter, the quality of the discussions in Zoom, use of technological tools, use of 21st century skills and similar.

scholarly journals Metamorphoses Creative-Developmental Fairy Tale Therapy Against the Dangers of the Internet. A Series of Activities for Young Undergraduate Students

2021 ◽  
Vol 3 (3) ◽  
pp. 83-100
Author(s):  
Irén Godó
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Fairy Tale ◽  
Therapy Session ◽  
The Internet ◽  
Practical Application ◽  
Media Environment ◽  
The Media ◽  
Students Attitudes ◽  
The University

This paper is about the practical application of Metamorphoses creative-developmental fairy tale therapy, which is presented based on a three-session Metamorphoses creative-developmental fairy tale therapy session. The sessions were conducted between April and May 2021, among students (n=24) of the University of Debrecen, who were previously not familiar with fairy tale therapy, nor with the works of Ildikó Boldizsár. Through the media environment of the session, we also reflected together on the effects of internet consumption and the dangers of the internet. The study highlights the students' attitudes towards this method and their participation and activity in the online space. The experiences gained during the 3 sessions and the feedback of the students appear as a guideline to conclude the study. The practical application of the Metamorphoses creative-developmental fairy tale therapy will show whether this methodology has a role to play in higher education.

scholarly journals University students’ understandings, attitudes and experiences on plagiarism

2021 ◽  
Vol 16 (4) ◽  
pp. 1471-1478
Author(s):  
Dan Tam Thi Nguyen
Keyword(s):  
Academic Integrity ◽  
English Language ◽  
Academic Community ◽  
Ho Chi Minh City ◽  
The Internet ◽  
Training Institutions ◽  
International University ◽  
Students Attitudes ◽  
And Training

With the speeding spread of the Internet, plagiarism is an emerging issue not only for the academic community but also for all educational and training institutions and organizations. However, this issue has not yet been considered comprehensively and seriously in Vietnam. To raise awareness of plagiarism and improve academic integrity, this study conducted a case study exploring this issue at a private international university in Ho Chi Minh City, Vietnam. Questionnaires were sent to 120 students in the Department of English Language. Results show that students lack appropriate understanding of plagiarism as well as skills to avoid it. The study also points out students’ attitudes towards plagiarism which has not been addressed before.   Keywords: plagiarism, ghost-writing, copyright

scholarly journals Flipped classroom in Indonesian higher education: A mixed-method study on students' attitudes and experiences

2021 ◽  
Vol 8 (1) ◽  
pp. 243-257
Author(s):  
Ika Wahyuni Lestari
Keyword(s):  
Mixed Method ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
Qualitative Data ◽  
Focus Group Interview ◽  
Mixed Method Study ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Mixed Method Design ◽  
Students Attitudes

The flipped classroom has been widely applied in many educational settings. Thus, it is significant to understand how its implementation is perceived by students. This mixed-method study aimed to find out the fourth-year students’ attitudes at a university in Indonesia on the flipped classroom they attended. It was also aimed at exploring their perception of the benefits and pitfalls they experienced when attending the flipped classroom. Employing a convergent mixed-method design, the quantitative data were obtained from 75 students (n=75) who were asked to complete a questionnaire. For the qualitative data, 13 students, divided into two groups, were invited to participate in a focus group interview to explore their experiences in attending the flipped classroom. The findings indicated that the students had positive attitudes towards the flipped classroom (M=2.87) and reported several benefits they perceived. Nonetheless, aspects regarding motivation (M=2.50) and the use of videos (M=2.49) and other technological supports indicated negative attitudes and were considered as pitfalls in the implementation of the model. Implications and recommendations were addressed for the better implementation of a flipped classroom.

Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

2002 ◽  
Vol 61 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Eric Tafani ◽  
Lionel Souchet
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Cognitive Restructuring ◽  
Social Representation ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Social Actions ◽  
The Social ◽  
Two Dimensional Model ◽  
Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

INTERNET-BASED PROJECT WORK// Social Sciences: Achievements and Prospects Journal 4(12), 2019/ OEAPS Inc.(Open European Academy of Public Sciences); Chief Editor Mark Freeman - Barcelona, Spain. 16.05.2019: OEAPS Inc., 2019. - pp. 34-40.

2019 ◽  
Author(s):  
Zhanna Borisovna Erzhanova ◽  
Zhanna Borisovna Erzhanova
Keyword(s):  
Social Sciences ◽  
New Technology ◽  
Chief Editor ◽  
Computer Users ◽  
Project Work ◽  
The Internet ◽  
Digital Native ◽  
Negative Attitudes ◽  
New Developments ◽  
European Academy

Some words about attitudes to technology: many people are afraid of new technology and, with the increasing presence of the Internet and computers, the term technophobe has appeared to refer to those of us who might be wary of these new developments. More recently, the term digital native has been coined to refer to someone who grows up using technology, and who thus feels comfortable and confident with it there is a tendency to call computer users either technophobes or technogeeks ( a term for a technology enthusiast) the truth is that most of us probably fall somewhere between the two extremes. A large part of the negative attitudes teachers have towards technology is usually the result of a lack of confidence, a lack of facilities or a lack of training, resulting in an inability to see the benefit of using technologies in the classroom. It is also often the case that teachers may not be fully in control of their work situations. A teacher may want to use more technology in their teaching, but the school may not have the facilities, or, on the other hand, a teacher may be instructed to start using technology for which they feel unprepared or untrained.

How (Not) to Lead Academia

2019 ◽  
Author(s):  
Miguel Abambres
Keyword(s):  
Higher Education ◽  
Time Management ◽  
Social Engagement ◽  
Student Assessment ◽  
Education Institution ◽  
Academic Leadership ◽  
Academic Department ◽  
Higher Education Institution ◽  
Role Assignment ◽  
Professional Career

This work reports several issues found by the author throughout his professional career, concerning academic leadership. Topics like (i) out-of-field teaching/researching, and (ii) time management in faculty hiring or new role assignment, are addressed. Besides, the author describes which fundamental decisions he´d take if he could manage a higher education institution or academic department. The topics covered are crucial for the success of any higher education institution, such as (a) hiring, (b) social engagement, (c) student assessment, (d) open mindedness, (e) prompt communication, (f) passion in work, and (g) freedom / trust.

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