Electronic Plagiarism as a College Instructor's Nightmare—Prevention and Detection

McLafferty, Charles L.; Foust, Karen

doi:10.3200/joeb.79.3.186-190

Cited by 49 publications

(31 citation statements)

References 7 publications

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“…Most sources (McKenzie, 1998;McLafferty and Foust, 2004;''Plagiarism and the Internet,'' 2004; Applying Ethical Theories Ryan, 1998) argue that old-style plagiarism was arduous, required some degree of skill, and was relatively easy to spot by knowledgeable faculty. As opposed to that, the Internet has made cybercheating as simple as a mouse click and has raised the bar for instructors who may be struggling to keep up with tech-savvy perpetrators.…”

Section: Speculation About Why Internet Plagiarism Is Growingmentioning

confidence: 99%

“…After reviewing several key ethics journals and texts (Loe et al, 2000), as well as examining past research on the types of ethical reasoning students had used in different ethical contexts (Ashworth and Banister, 1997;McLafferty and Foust, 2004;Nickell and Herzog, 1996;Swinyard et al, 1989;Webster and Harmon, 2002), we decided to include six ethical theories. Below, each of the different theories will be discussed in detail, along with examples of how plagiarism would be considered wrong under each theory.…”

Section: Ethical Philosophies and Plagiarismmentioning

confidence: 99%

“…Several researchers have demonstrated that students engage in varied reasoning based on these different theories: deontology, utilitarianism, rational self-interest, Machiavellianism, etc. (Ashworth and Bannister, 1997;Lewis and Speck, 1990;McLafferty and Foust, 2004;Nickell and Herzog, 1996;Swinyard et al, 1989;Webster and Harmon, 2002). These findings should be tested in the specific context of plagiarism.…”

Section: Introductionmentioning

confidence: 99%

“…In print and on the Internet, definitions of cheating and instructions on how to avoid it abound (Auer and Krupar, 2001;McKenzie, 1998;McLafferty and Foust, 2004;Ryan, 1998;Sokolik, 2000). Yet rigorous studies of the phenomenon, especially the justification for such behavior, are still far and between (http:// www.academicintegrity.org).…”

Section: Introductionmentioning

confidence: 99%

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Applying Ethical Theories: Interpreting and Responding to Student Plagiarism

2006

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Given the tremendous proliferation of student plagiarism involving the Internet, the purpose of this study is to determine which theory of ethical reasoning students invoke when defending their transgressions: deontology, utilitarianism, rational self-interest, Machiavellianism, cultural relativism, or situational ethics. Understanding which theory of ethical reasoning students employ is critical, as preemptive steps can be taken by faculty to counteract this reasoning and prevent plagiarism. Additionally, it has been demonstrated that unethical behavior in school can lead to unethical behavior in business; therefore, correcting unethical behavior in school can have a positive impact on organizational ethics. To meet this objective, a content analysis was conducted on the written records of students formally charged with plagiarizing at a large West Coast university. Each case was classified according to the primary ethical reasoning that the student used to justify plagiarism. Results indicate that students predominately invoke deontology, situational ethics, and Machiavellianism. Based on these findings, specific recommendations are offered to curb plagiarism. Copyright Springer Science+Business Media, Inc. 2007academic dishonesty, ethical reasoning, history of copyright, historic views of plagiarism, Internet plagiarism, teaching academic integrity, theories of ethics,

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Section: Speculation About Why Internet Plagiarism Is Growingmentioning

confidence: 99%

Section: Ethical Philosophies and Plagiarismmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Applying Ethical Theories: Interpreting and Responding to Student Plagiarism

2006

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“…In [6,7], authors assured that increased usage of new technologies recently affected negatively to the growing of the unethical behavior by students. Students' unethical behavior includes wide range of technology-enabled behaviors such as cheating during e-exam using electronic devices, engaging in e-collaboration such as chat and forums, in addition, cheating like logging with another student's username and password.…”

Section: Introductionmentioning

confidence: 99%

A Novel Authentication Scheme for E-assessments Based on Student Behavior over E-learning Platform

Khlifi

El-Sabagh

2017

Int. J. Emerg. Technol. Learn.

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Abstract-E-Learning and distance education have become common choices for academic institutions. Based on advances in information technology systems, educational institutions have enabled the employment of e-learning systems as teaching courses and evaluation students. However, security issues related to e-learning systems have been raised by e-learning environment stakeholders which including faculty members, and students as well as data. In addition, e-learning opponents argue that incapability of e-learning environment to authenticate examination takers is one of the major challenges. E-assessment is an important element of LMS based e-courses, and student authentication is mostly realized as one of the major concerns for e-assessments. For this reason, the main challenge facing the security of e-assessment and the e-learning environment is how to authenticate students because unauthorized persons can access and manage information. In this work, we propose a novel security scheme that contributes in resolving this vital issue by introducing an efficient secure model for supervising online evaluation including e-assessment or e-exam. The scheme addresses this imperative problem by proposing a novel approach that integrates available databases authentication technologies in conjunction with elearning environments for controlling unethical behavior during e-assessment process. Moreover, the proposed scheme considers the continuous random authentication using students' information stored previously in the databases that guarantee identity and authentication. To validate our proposal, and evaluate its performances and effectiveness, an extensive simulation work is conducted over e-learning platform similar to Desire to learn (D2L).Keywords-e-learning platform; e-learning security; presence and identity authentication; e-assessment and e-exam. 62

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Examining the ethical environment in higher education

Richardson¹,

Healy

2019

British Educational Res J

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Higher Education Institutions (HEIs) across the world have found themselves faced with new challenges on issues of ethics. Much of this has been centred on issues of assessment: plagiarism, buying essays, sharing/lending of previously passed work and the stealing of marked/returned work of others. Institutions still treat academic misconduct as largely a behavioural difficulty rather than an issue of ethics (or education), suggesting that academia places a far greater emphasis on combating new forms of dishonesty than it does on encouraging ethical habits and a healthy ethical environment. To date, the majority of research in this area has examined these forms of academic misconduct from the point of view of the student and/or the university, with the perspective of academics receiving very limited attention. Our hypothesis is that academics are perhaps best placed to provide the education needed to create and sustain an ethical environment, and we argue that being ‘ethically aware’ is a critical factor in the development of academic competence for all parties. This study adds to existing research in three ways: firstly, by highlighting the importance of an overall framework for an ethical environment within HEIs; secondly, by suggesting an ecological model of key parties (the university, students and academics) with responsibility for this environment in assessment; and thirdly, by including new evidence (generated by a survey of academics) to extend our understanding of their views on these issues.

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Electronic Plagiarism as a College Instructor's Nightmare—Prevention and Detection

Cited by 49 publications

References 7 publications

Applying Ethical Theories: Interpreting and Responding to Student Plagiarism

Applying Ethical Theories: Interpreting and Responding to Student Plagiarism

A Novel Authentication Scheme for E-assessments Based on Student Behavior over E-learning Platform

Examining the ethical environment in higher education

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