June 15, 2014
June 15, 2014
June 18, 2014
24.128.1 - 24.128.21
Academic Misconduct – What Students Think and a few Case StudiesAbstractThe purpose of this research is to explore, investigate and compile the anecdotal accounts ofacademic misconduct conducted by students in classes in higher education across disciplines.This research is a result of the combined efforts of faculty members representing the disciplinesof humanities, arts, social sciences, business, languages, music and various engineering fields.The goal is to bring to light the various methods and strategies that students use to cheat duringexams, quizzes, term papers etc. As a collaborative effort, the authors also investigate techniquesfaculty can use to prevent academic misconduct in both face-to-face and virtual classrooms.Student viewpoints are also presented as part of this study. Student responses are collectedthrough an anonymous survey. Students get a chance to reveal what motivates them to cheat inexams, quizzes and other assessments. They also indicate some of the techniques their peers usein supervised (e.g. tests, quizzes, exams etc.) and un-supervised (e.g. homework, projects, labreports, online environment etc.) assessments. The survey also reveals whether students are morelikely to cheat in the major required courses or non-major elective courses etc. Some of thetechniques that deter students from cheating are also discussed.In the preliminary results, it is observed that students are more likely to cheat in high valueassignments. Majority of the students indicate that the perception of the ethical values of theinstructor does not determine the level of prevalence of cheating in a class. Most of the studentsindicate that high moral and ethical standards, close monitoring of testing environments andseverity of the consequences deters them from cheating. A high percentage of the students tendto cheat in non-major required classes.
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