Asee peer logo

Work in Progress: A Student-Instructor Survey on Student Use of Unsanctioned Online Resources

Download Paper |

Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Faculty and Student Perspective on Instructional Strategies

Tagged Division

Educational Research and Methods

Page Count

6

DOI

10.18260/1-2--35602

Permanent URL

https://peer.asee.org/35602

Download Count

60

Request a correction

Paper Authors

biography

Philip P. Graybill Pennsylvania State University, University Park Orcid 16x16 orcid.org/0000-0002-4646-2572

visit author page

Philip P. Graybill is a Ph.D. candidate in the School of Electrical Engineering and Computer Science at the Pennsylvania State University, where he works with the Integrated Circuits and Systems Lab. His research interests include embedded systems, neural devices, assistive technologies, and academic integrity in engineering.

visit author page

biography

Catherine G.P. Berdanier Pennsylvania State University, University Park Orcid 16x16 orcid.org/0000-0003-3271-4836

visit author page

Catherine G.P. Berdanier is an Assistant Professor in the Department of Mechanical Engineering at Pennsylvania State University. She earned her B.S. in Chemistry from The University of South Dakota, her M.S. in Aeronautical and Astronautical Engineering and Ph.D. in Engineering Education from Purdue University. Her research interests include graduate-level engineering education, including inter- and multidisciplinary graduate education, online engineering cognition and learning, and engineering communication.

visit author page

Download Paper |

Abstract

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.

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

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015