Graybill, P. P., & Berdanier, C. G. (2020, June), Work in Progress: A Student-Instructor Survey on Student Use of Unsanctioned Online Resources  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35602

\bibitem{asee_peer_35602}
  Graybill, P. P., \& Berdanier, C. G. (2020, June), \emph{Work in Progress: A Student-Instructor Survey on Student Use of Unsanctioned Online Resources}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35602

Philip P. Graybill and Catherine G.P. Berdanier.  "Work in Progress: A Student-Instructor Survey on Student Use of Unsanctioned Online Resources".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35602 Internet.  17 Apr, 2024

\bibitem{asee_peer_35602}
  Philip P. Graybill and Catherine G.P. Berdanier.
  "Work in Progress: A Student-Instructor Survey on Student Use of Unsanctioned Online Resources".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35602 Internet.  17 Apr, 2024

@INPROCEEDINGS{asee_peer_35602
author = "Philip P. Graybill and Catherine G.P. Berdanier"
title = "Work in Progress: A Student-Instructor Survey on Student Use of Unsanctioned Online Resources"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35602}
number = {10.18260/1-2--35602}
}

TY  - CPAPER
AB  - This work-in-progress paper presents an initial survey of undergraduate engineering students and engineering course instructors on the use of websites and apps like Chegg, Course Hero, and Slader (collectively “unsanctioned online resources,” or UORs) in engineering courses. The survey sought to determine 1) the degree to which engineering students are using UORs to violate academic integrity, 2) how well instructors’ beliefs about students’ use of these resources align with students’ actual behaviors, and 3) potential strategies for decreasing the use of UORs in violating academic integrity. The students reported similar frequencies in using UORs compared to traditional resources for most of the queried behaviors. Instructors estimated a much higher frequency of students’ violation of academic integrity both with and without UORs than the student sample reported. However, the grade point averages of student respondents to the voluntary survey appear to be skewed high, and response bias in both the students and instructors may account in part for instructors’ overestimation of students’ violation of academic integrity. Three instructor strategies out of ten options—grading homework for attempted completion only, providing an instructor-moderated social platform where students can answer each other’s questions, and holding more office hours—are highlighted as showing promise for both being adopted by instructors and curbing students’ violation of academic integrity using UORs.
AU  - Philip P. Graybill
AU  - Catherine G.P. Berdanier
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Work in Progress: A Student-Instructor Survey on Student Use of Unsanctioned Online Resources
UR  - https://peer.asee.org/35602
DO  - 10.18260/1-2--35602
ER  -