Exploring the types and reasons of Internet-triggered academic dishonesty among Turkish undergraduate students: Development of Internet-Triggered Academic Dishonesty Scale (ITADS)

Akbulut, Yavuz; Şendağ, Serkan; Birinci, Gürkay; Kılıçer, Kerem; Şahin, Mehmet; Odabaşı, H. Ferhan

doi:10.1016/j.compedu.2007.06.003

Cited by 97 publications

(47 citation statements)

References 13 publications

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“…Dordoy (2002) concluded that students plagiarise, among other reasons, out of laziness, poor management of the time devoted to studying and completing assignments and the ease of access to material via the Internet. Devlin and Gray (2007) reported that a lack of time, poor time management, laziness and the ease of copying access provided by ICT and the Internet were first order factors to explain this practice; and Akbulut et al (2008) found again that lack of time and the desire to obtain good grades were personal factors associated with academic plagiarism.…”

Section: Discussionmentioning

confidence: 96%

Academic Plagiarism: Explanatory Factors from Students’ Perspective

2010

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The study of academic plagiarism among university students is at an embryonic stage in Spain and in the other Spanish-speaking countries. This article reports the results of a research, carried out in a medium-sized Spanish university, based on a double method approach-quantitative and qualitative-concerning the factors associated with academic plagiarism from the students' perspective. The main explanatory factors of the phenomenon, according to the results obtained, are: a) aspects and behaviour of students (bad time management, personal shortcomings when preparing assignments, the elevated number of assignments to be handed in, etc.); b) the opportunities conferred by information and communication technologies to locate, copy and paste information; and, finally, c) aspects related to professors-lecturers and/or the characteristics of the subject-course (lecturers who show no interest in their work, eminently theoretical subjects and assignments, etc.).

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Section: Discussionmentioning

confidence: 96%

Academic Plagiarism: Explanatory Factors from Students’ Perspective

2010

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“…Students may use their phones to send and receive answers for an exam or use the Internet to look up information, while they are taking online exams (read Faucher, Rn, & Caves, (2009) for more techniques used by students to cheat in online exams). Delinquency and unauthorized assistance are very common in online education (Hughes & McCabe, 2006;Akbulut, Şendağ, Birinci, Kılıçer, Şahin, & Odabaşı, 2008). Students may seek unauthorized help from other students, work on individual assignments with fellow students, or get answers from students who have already taken the test before.…”

Section: Common Methods Of Cheating In Online Educationmentioning

confidence: 99%

Unmonitored students self-created WhatsApp groups in distance learning environments: A collaborative learning tool or cheating technique

Alghamdi¹,

Rajab²,

Shah³

2016

IJRSET

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Recent advances of communication technology have brought a myriad of advantages to distance education. Students' interactivity and connectedness are no longer a concern in distance education. Yet, with this comes the challenge of maintaining academic integrity. As online instructors, we noticed a tendency among our online students to opt out of using our courses' formal discussion groups for their course communication, and instead, independently create a group in the social instant messaging app, WhatsApp, away from our direct observation. In this mixed method research, we first investigated what motivate our students (n= 64) to create the WhatsApp group and what types of interaction they engage in as a group. Then, we examined our online students' perceptions of cheating in reference to their participations in the group. Our findings revealed that our online students perceived cheating differently and expressed their objection to the inclusion of the term 'cheating' in the distance-learning contexts, as they believed that distance learning is an open educational environment which permits collaboration and open discussion.

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“…Meanwhile the most common non-work activities are: visiting the chat rooms, sports websites and stock investment websites [6]. Apart from all of this, computers and the Internet have the potential to violate the privacy of users by hackers [7], [8].…”

Section: Related Workmentioning

confidence: 99%

The Ethical and Social Issues of Information Technology: A Case Study

Sargolzaei¹,

Nikbakht²

2017

ijacsa

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Abstract-The present study is conducted among 283 students from University of Zabol to identify the harm and ethical and social issues in the field of information technology and to classify the immoral practices that students are doing in this field. First various important issues in the field of IT in the social and ethical areas are discussed. Then the cases considered as the most commonly used immoral activities, are selected for evaluation, and the participants ranked these activities according to the method presented in the questionnaire. These activities are examined and analyzed descriptively by SPSS program, reliability of the questionnaire is measured by Cronbach's alpha coefficient, Bartlett Test of Sphericity and KMO index and the validity of the results is verified using T-test and the results are ranked based on the first performance that happens frequently and the last performance that happens rarely or never. Finally, a set of strategies are presented for preventing ethical abuse in the field of Information Technology so that the challenges are reduced.

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Exploring the types and reasons of Internet-triggered academic dishonesty among Turkish undergraduate students: Development of Internet-Triggered Academic Dishonesty Scale (ITADS)

Cited by 97 publications

References 13 publications

Academic Plagiarism: Explanatory Factors from Students’ Perspective

Academic Plagiarism: Explanatory Factors from Students’ Perspective

Unmonitored students self-created WhatsApp groups in distance learning environments: A collaborative learning tool or cheating technique

The Ethical and Social Issues of Information Technology: A Case Study

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