Surveying the extent of involvement in online academic dishonesty (e-dishonesty) related practices among university students and the rationale students provide: One university’s experience

Şendağ, Serkan; Duran, Mesut; Fraser, M. Robert

doi:10.1016/j.chb.2011.12.004

Cited by 58 publications

(17 citation statements)

References 14 publications

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“…The plethora of research in academic dishonesty has been devoted to traditional education (e.g., McCabe, 1999;McCabe, Trevino, & Butterfield, 2001;Michaels & Miethe, 1989;Whitley, 1998;Hosny & Fatima, 2014) and little research has examined academic dishonesty in distance and online education (Duran & Fraser, 2012;Watson & Sottile, 2010). Cheating is a global phenomenon and it is pervasive across diverse cultures (Magnus et al, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

“…For example, students cheat or plagiarize because the claim the assignments are difficult or overwhelming; they had insufficient time to complete assignments; they desire to compete with fellow students and get better grades; or they feel incompetent in the subject matter (Duran & Fraser, 2012;Rowe, 2004). Moreover, the remoteness or the physical disconnect between teachers and students can be a contributing factor to academic dishonesty in online education, triggering the tendency for cheating among those students who intend to cheat.…”

Section: Students' Reasons For Cheating In Online Educationmentioning

confidence: 99%

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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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Section: Literature Reviewmentioning

confidence: 99%

Section: Students' Reasons For 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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“…Following Howard (2007) and Nilsson (2008), it may be said that academy has witness a colonization from negatives that need to be debated. This is also evident from research literature that asserts that modern technology such as the Internet and mobile technologies contribute to academic dishonesty (see Akbulut, Uysal, Odabasi, & Kuzu, 2008;DeVoss & Porter 2006;Ş endag, Duran, & Fraser, 2012). With few exceptions, however only scant empirical proof, or indeed the absence thereof, is evidence that technology alters students' conception of cheating, contributes to its increase, or hampers learning and assessment.…”

Section: Introductionmentioning

confidence: 78%

Technology as a Double-Edged Sword: A Promise Yet to Be Fulfilled or a Vehicle for Cheating?

Nilsson¹

2016

Handbook of Academic Integrity

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“…Academic misconduct has been a long-standing concern in post-secondary education and is widely recognized as a complex issue related to individual, institutional, and societal factors (Bernardi et al, 2004;Christensen Hughes & McCabe, 2006;Meadows, 2012;Rettinger & Kramer, 2009;Sendag, Duran, & Fraser, 2012). To address this issue, higher education has traditionally used a "rule compliance approach," which focuses on deterring, policing, and enforcing academic integrity rules (Bertram Gallant, 2008).…”

mentioning

confidence: 99%

Turnitin® Use at a Canadian University

Zaza

McKenzie

2018

cjsotl-rcacea

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While the text-matching tool, Turnitin®, has traditionally been used to deter and detect plagiarism, more recently, instructors have started to use this tool for formative self-assessment. To describe Turnitin®’s use in practice and to explore perceptions of this tool, we surveyed 940 students, teaching assistants, and instructors at a Canadian university. Our findings indicate that Turnitin® was more commonly used for plagiarism detection than for formative self-assessment. The majority of respondents had positive views of Turnitin®, and 70% of students stated that they had no concerns about using this tool. Despite these positive findings, content analysis of open-ended responses indicate that students experience increased anxiety of being falsely accused of plagiarism and have concerns about their work being stored in the Turnitin® database. Our findings lead us to conclude that there is a need for more information and improved communication about Turnitin® for all three groups. Bien que l’outil Turnitin® de mise en correspondance de texte ait été traditionnellement utilisé pour prévenir et détecter le plagiat, plus récemment, les instructeurs ont commencé à utiliser cet outil pour l’auto-évaluation formative. Afin de décrire l’emploi de Turnitin® dans la pratique et d’explorer les perceptions de cet outil, nous avons réalisé une enquête par sondage d’opinion auprès de 940 étudiants, assistants pédagogiques et instructeurs d’une université canadienne. Nos résultats indiquent que l’outil Turnitin® est davantage utilisé pour détecter le plagiat que pour l’auto-évaluation formative. La majorité des répondants avaient une opinion positive concernant Turnitit® et 70 % des étudiants ont déclaré qu’ils n’avaient aucune inquiétude concernant l’emploi de cet outil. Malgré ces résultats positifs, l’analyse du contenu des réponses aux questions ouvertes indique que les étudiants avaient peur d’être accusés à tort de plagiat et étaient inquiets que leurs travaux soient sauvegardés dans la base de données de Turnitin®. Nos résultats nous conduisent à conclure que pour ces trois groupes, il faudrait avoir davantage d’information et améliorer la communication concernant Turnitin®.

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Surveying the extent of involvement in online academic dishonesty (e-dishonesty) related practices among university students and the rationale students provide: One university’s experience

Cited by 58 publications

References 14 publications

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

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

Technology as a Double-Edged Sword: A Promise Yet to Be Fulfilled or a Vehicle for Cheating?

Turnitin® Use at a Canadian University

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