Academic dishonesty and video game play: Is new media use changing conceptions of cheating?

Hamlen, Karla R.

doi:10.1016/j.compedu.2012.06.001

Cited by 23 publications

(23 citation statements)

References 36 publications

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“…Considering the correlation of exam performance with homework, we had previously found a stronger correlation in the flipped class (Ryan and Reid, 2016), which was attributed in part to the fact that weekly assessments were broken down into smaller sets, paired with the content in each video, which had potential to reduce rates of unauthorized collaboration (i.e., cheating) (Stephens et al, 2007;Palazzo et al, 2010;Hamlen, 2012). The present study, which used a different online homework system, nonetheless demonstrated an equally high correlation of exam and homework performance, which was improved if both the regular homework and extra credit questions were included.…”

Section: Discussionmentioning

confidence: 99%

A flipped classroom redesign in general chemistry

Reid

2016

Chem. Educ. Res. Pract.

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The flipped classroom continues to attract significant attention in higher education. Building upon our recent parallel controlled study of the flipped classroom in a second-term general chemistry course (J. Chem. Educ., 2016, 93, 13-23), here we report on a redesign of the flipped course aimed at scaling up total enrollment while keeping discussion sizes small (i.e., <30 students), and maintaining equivalent contact hour load for faculty and workload for students. To that end, the course format featured lecture contact pushed outside of the classroom in the form of video lectures (mean duration 13 minutes) paired with online homework sets, and three parallel weekly one-hour discussion sections were held in adjoining lab rooms immediately prior to the three-hour laboratory session. As in our previous design, the discussion sections were led by teaching assistants; however, the weekly discussion meeting was shortened from 75 minutes to 50 minutes, and the primary instructor "floated" between the three parallel sessions. Two such sessions were held each week, affording a possible enrollment of 144; initial enrollment was 141, with students self-selecting into the course. We examine student performance in and satisfaction with the course using: (1) a pre-test/post-test design based on the paired questions American Chemical Society (ACS) first-term and second-term exams, (2) data on DFW (D, F, withdrawal) rates, and (3) student evaluations.

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Section: Discussionmentioning

confidence: 99%

A flipped classroom redesign in general chemistry

Reid

2016

Chem. Educ. Res. Pract.

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“…Therefore, the academicians could have confused with the questionnaire items related to IT support and could not find the relevance to their day to day activities. Furthermore, there is a myth that students in the class are misusing IT gadgets and IOT (internet of things) (Karim, Zamzuri, & Nor, 2009) and in their academic work (Hamlen, 2012), which might also have influenced the current findings.…”

Section: Discussionmentioning

confidence: 94%

Knowledge Management Behavior Among Academicians: The Case of a Malaysian Higher Learning Institution

Razi

Habibullah

Hussin

2019

JICT

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Proper knowledge management (KM) is vital for any organization to perform to the expectation including higher learning institutions (HLIs). Hence, struggling to perform is an indication of lack of KM initiatives. Though many facets of KM have been investigated in HLIs, more studies are needed as the previous empirical works have focused only on knowledge sharing behavior among academicians. An intensive literature review exposes that nonexistence of works employing KM-related theories. Therefore, this study seeks to investigate academicians' perceived intention (KM Intention) and involvement in KM initiatives (KM Behavior) and its predictors in a Malaysian HLI, which is struggling to perform, by relating theory of knowledge creation. KM intention explains the perception and the attitudes towards KM while the KM behavior illustrates the real behavior. Both these variables were operationalized based on knowledge creation theory through the socialization, externalization, combination, and internalization (SECI) process. A conceptual

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“…Since the CATPCA does not offer rotation option, and because transformations are invariant under rotation, the transformed variables were used as input for a classical PCA with oblique rotation, in order to simplify the interpretation of the components (Manisera et al, 2010). In educational research a similar technique was employed by Gil-Flores, Torres-Gordillo and Perera-Rodríguez (2012) and Hamlen (2012), amongst others.…”

Section: Data Analysis and Resultsmentioning

confidence: 99%

“…Micheletto, 2011;Muncy and Eastman, 2012), Law (e.g. Easton, 2009;Steventon, Panesar, and Wood;2012), and English (e.g. Cutrim, 2008;Cardillo, 2008).…”

Section: Non-stem Subjectsmentioning

confidence: 99%

The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups

Cubric

Jefferies

2015

Computers & Education

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The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups Abstract Electronic Voting System (EVS) is a classroom technology that provides a means to increase students' engagement, attention and attendance. The purpose of this paper is to provide a deeper insight into students' views on the benefits and challenges of EVS in the context of a large-scale institutional deployment and across different subject areas in higher education. The data were collected from an online survey of 590 students across eleven academic schools at a UK university. The non-linear principal component analysis of 32 question items from the survey showed that learning benefits, classroom-related benefits, usability and student-centered challenges are four distinctive dimensions in students' perceptions of the use of EVS. The nonparametric group comparison tests suggested that there are significant differences in learning benefits and challenges across different subject groups. However, the disparity appears to be related more to the way the EVS was used and the experience of students with it, rather than resulting from disciplinary differences. Content analysis of open questions revealed that summative use and staff competencies are the main issues related to EVS use by students. Finally, despite the overwhelming perception of the ease of use, it was found that usability could be an issue for students when EVS was used for summative assessment. The implications of the study are: for practitioners, it underlines the importance of the focus on formative benefits of EVS as only then and regardless of disciplinary differences, can the promised rewards of the technology be gained; for institutions, it outlines some of the new challenges specific to the large-scale institutional implementation, judged through the lens of students' experience; for researchers, it provides an overview of the literature on large-scale deployment of EVS and it suggests some new areas for research on the use of EVS in higher education.

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Academic dishonesty and video game play: Is new media use changing conceptions of cheating?

Cited by 23 publications

References 36 publications

A flipped classroom redesign in general chemistry

A flipped classroom redesign in general chemistry

Knowledge Management Behavior Among Academicians: The Case of a Malaysian Higher Learning Institution

The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups

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