What It Means to Be a Student Today

Blum, Susan D.

doi:10.1007/978-981-287-098-8_57

Cited by 9 publications

(4 citation statements)

References 33 publications

(23 reference statements)

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“…Students have varying motivations for attending university. Blum (2016) notes a “tension between ‘learning for learning’s sake”’ and a “getting through it” attitude (p. 392), such as that passing is sufficient to graduate, may lead students to engage in cheating behaviours. Park (2003) proposed that efficiency gain (i.e., obtaining a better grade in less time and with less effort) may contribute to students’ decisions to cheat.…”

Section: Introductionmentioning

confidence: 99%

Why Students Do Not Engage in Contract Cheating

2019

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Contract cheating refers to students paying a third party to complete university assessments for them. Although opportunities for commercial contract cheating are widely available in the form of essay mills, only about 3% of students engage in this behaviour. This study examined the reasons why most students do not engage in contract cheating. Students (n = 1204) completed a survey on why they do not engage in contract cheating as well as measures of several individual differences, including self-control, grit and the Dark Triad traits. Morality and motivation for learning received the greatest endorsement for why students do not engage in contract cheating. Controlling for gender, individual differences predicted students’ reasons for not contract cheating. This study supports the use of criminological theories relating to rational choice, self-control and opportunity to explain why students do not engage in contract cheating. Practically, this study may inform academic policies and assessment design that may reduce contract cheating.

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Section: Introductionmentioning

confidence: 99%

Why Students Do Not Engage in Contract Cheating

2019

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“…The personal inability to manage time (Rogerson, 2017) brought by life complexities is a critical issue that students undergo. Procrastination, a tension between 'learning for learning's sake' and a 'getting through it adequate to graduate' attitude (Blum, 2016), may lead learners to be involved in cheating behaviours. Erguvan's (2021) study reveals that laziness and the desire to get high scores or grades with little or no effort are some factors linked with contract cheating.…”

Section: Why Are Some Students More Motivated To Cheat Than Others?mentioning

confidence: 99%

Contract cheating in higher education: Impacts on academic standards and quality

2023

JALT

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Contract cheating has become increasingly an issue as universities adapt to online and hybrid teaching, learning, and assessments. Due to the COVID-19 pandemic, higher education institutions began to administer examinations more frequently online, and it led to the emergence of websites and commercial service providers who offer contract cheating services globally. In this paper, we examine the key elements that lead students to turn to contract cheating as well as the elements that deter the students from engaging in such unethical behaviour. We also investigate how assessment design can encourage authentic learning, although assessment design alone cannot eliminate contract cheating. The effects of contract cheating on academic standards and quality assurance are also examined. Mainly the study results show that the act of contract cheating is a result of interrelated internal and external factors in an individual. Although a number of measures, including authentic evaluations and digital tools, have been implemented to discourage students from cheating, no strategy is strong enough to control the issue permanently. Hence, academic integrity is still not assured, highlighting the necessity of a global movement to solve the problem.

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“…Generation Z is roughly synonymous with other terms such as "iGen," "Net Generation," "Gen Next," "Gen Tech," and "Digital Native" (Igel & Urquhart, 2012;Jones et al, 2010;Prensky, 2001a;Seemiller & Grace, 2016;Turner, 2015;Twenge, 2017;Wiedmer, 2015). Blum (2016) observed that college students perceive themselves as busy, and many are working in addition to being full-or part-time students. They also tend to lead active social lives while being involved in constant digital communication.…”

Section: Generation Zmentioning

confidence: 99%

Dominant Learning Styles of Interior Design Students in Generation Z

Albadi

Zollinger

2021

Journal of Interior Design

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Numerous generations are found in today's classroom ranging from Baby Boomer and Generation X instructors to Millennial and Generation Z students. While Generation Z comprises almost 80% of the student population among accredited interior design programs, little is known about their knowledge acquisition. Thus, the purpose of this study was to investigate the dominant learning styles among undergraduate interior design students of Generation Z. Following the work of Watson and Thompson, the Gregorc Style Delineator, a self-report instrument to determine learning style, was completed by 466 undergraduate interior design students enrolled in 14 Council for Interior Design Accreditation programs located across the United States. The findings indicate that interior design students have diverse learning styles, and it is particularly notable that a majority of participants are bimodal (n = 258; 55.4%). The most common learning style found was the combination of Concrete Random and Abstract Random (i.e., learners who are emotional and imaginative and enjoy holistic experiences with trial and error approaches and exploration). The second most common learning style was the unimodal Concrete Sequential (i.e., students who enjoy experiential activities and step-by-step processes). Surprisingly, Generation Z's educational characteristics have not changed much compared to students of the past with the exception of an increase in trimodal styles. Overall, this study's results can help evaluate and design the best methods to facilitate instruction that supports students' learning preferences to enhance educational outcomes.

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What It Means to Be a Student Today

Cited by 9 publications

References 33 publications

Why Students Do Not Engage in Contract Cheating

Why Students Do Not Engage in Contract Cheating

Contract cheating in higher education: Impacts on academic standards and quality

Dominant Learning Styles of Interior Design Students in Generation Z

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