The Cultural Elements of Academic Honesty

Thompson, LaNette W.; Bagby, Janet; Sulak, Tracey; Sheets, Janet; Trepinski, Tonya i M.

doi:10.32674/jis.v7i1.249

Cited by 13 publications

(14 citation statements)

References 21 publications

(32 reference statements)

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“…Moreover, this leads to the following question: What impact does this emergency immersion into online learning by many universities may have on faculty and students' confidence in technology-enabled learning (Lederman, 2020). The above arguments and question have been supported by the results of a study conducted by Thompson et al (2017) which demonstrated that true academic learning and academic honesty are fully achieved through cult-learning in physical face to face classrooms. This current research asked respondents about their final grades as well as their cumulative grade point average (GPA) as a measure for their academic performance.…”

Section: Academic Performance Versus True Academic Learningmentioning

confidence: 89%

The relationship between academic integrity of online university students and its effects on academic performance and learning quality

Ayoub/Al-Salim

Aladwan

2021

JEET

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Purpose This paper aims to investigate the relationship between academic integrity of online university students and its effects on academic performance and learning quality. The first hypothesis aimed to see if there is statistically significant relationship between academic honesty of students taking online classes and their apparent academic performance. The second hypothesis aimed to see if there is a statistically significant difference in academic integrity among male and female students. The third hypothesis aimed to see if there was a statistically significant relationship between academic honesty of students and their quality of learning. Design/methodology/approach This is a quantitative study; data was collected via student emails from 155 active online university students. Findings There was a positive linear relationship for the first hypothesis, the relationship is relatively weak as the value of Pearson correlation was (0.172). For the second hypothesis, the results showed that there was no significant difference between males and females. The results for the third hypothesis showed that there is a statistically significant relationship between academic integrity of students taking online classes and academic learning quality. This relationship is relatively strong. Research limitations/implications The sample size may have been a limitation for generalizing the results. Practical implications As a practical implication, authors recommend that education administrators focus on training their faculty members to stress and instill strong ethical values, such as academic integrity and honesty, in their students all throughout their academic journey. Social implications As for social implication, the embracing of ethical values in students, graduates may continue to embrace such values in the workplace which may lead to more reputable and profitable work environment where the society at large benefits. Originality/value This research is among the pioneers that attempted to study the connection of academic integrity and learning quality from the students’ perspective.

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Section: Academic Performance Versus True Academic Learningmentioning

confidence: 89%

The relationship between academic integrity of online university students and its effects on academic performance and learning quality

Ayoub/Al-Salim

Aladwan

2021

JEET

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“…Teachers should teach international students the concept of ownership of ideas by practically showing the importance of "academic" honesty (Thompson et al, 2017). If a student can't see how "ideas" can be stolen, the first thing a teacher needs to do is to illustrate cases where ideas are people's means of living, their intellectual property and professional achievements.…”

Section: Recommendations For College Teachersmentioning

confidence: 99%

Beyond Culture: Helping International Students Avoid Plagiarism

Adhikari

2018

jis

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With the rapid increase in the number of international students from different academic backgrounds around the world, college and university teachers in the West find it harder to understand the many and complex reasons when these students plagiarize or use sources ineffectively. Reviewing relevant literature, I first make a pedagogical analysis of student plagiarism then show why teachers should shift focus from traditional views about cultural difference toward a multidimensional understanding of plagiarism. I conclude by recommending pedagogical strategies to help students to adjust to the new academic system rather than “policing” their activities and undermining their confidence.

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“…Student academic dishonesty also varies by discipline and demographics, and research has shown there is more cheating in professional disciplines such as medicine, business, law and engineering due to competition and peer pressure compared to humanities and social sciences [13]. International students also have unique perspectives on academic dishonesty as norms of intellectual property can vary among cultures and non-native language speakers' way of learning in a new culture and language setting may also lead to students' misunderstanding on academic integrity [14], [15].…”

Section: Introductionmentioning

confidence: 99%