Academic integrity in the HyFlex learning environment

Eshet, Yovav; Dickman, Nomy; Zion, Yossi Ben

doi:10.1016/j.heliyon.2023.e13301

Cited by 7 publications

(5 citation statements)

References 78 publications

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“…It implies fair, responsible, and trustful behaviours (Sefcik et al 2020). Academic integrity infringements-academic dishonesty-include misconducts like fraudulent behaviour, cheating, or plagiarising (Eshet et al 2023;Pan et al 2019). This unethical conduct harms the quality of higher education (Cuadrado et al 2019;Lee et al 2020).…”

Section: Academic Integrity-academic Dishonestymentioning

confidence: 99%

“…As previously stated, there is a myriad of literature on academic integrity and dishonesty (Eshet et al 2023;Tatum 2022). Whereas academic integrity is the pillar of higher education principles of truth (Poitras Pratt & Gladue 2022), academic dishonesty often references various academic integrity violations like contract cheating, plagiarism, and cheating.…”

Section: Academic Dishonesty and Mindfulnessmentioning

confidence: 99%

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To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion

Eshet,

Grinautsky,

Steinberger

2024

Int J Educ Integr

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Despite the growing interest in mindfulness in higher education, the literature on its relation to decision-making under risk (i.e. academic misconduct) and statistics anxiety is scarce. The present research shall fill this gap. Based on the prospect theory, we assessed the mediating effect of mindfulness on the relationship between statistics anxiety and academic dishonesty moderated by risk aversion. Data were collected from 791 undergraduate students in six Israeli academic institutions studying for bachelor’s degrees in social sciences. Questionnaires included the following measures: risk behaviour according to the prospect theory framework, Mindful Attention Awareness Scale, Statistics Anxiety Rating Scale, Academic Misconduct Scale and sociodemographic variables. Correlations among these variables were explored. The data was analysed using Structural Equation Modelling (SEM). The results indicate that the variance in academic dishonesty is explained by students' statistics anxiety with a mediation of Mindfulness moderated by Risk Aversion. Mindfulness negatively affects Academic Dishonesty, while Risk Aversion has a significant positive effect on Mindfulness. Finally, among individuals with high statistics anxiety, Risk Averse individuals show significantly higher Mindfulness than Risk Seekers. We conclude that mindfulness-based interventions might be a constructive tool to reduce risk-taking and promote ethical decision-making among individuals who experience high levels of statistics anxiety. Furthermore, developing mindful skills may help individuals with higher anxiety levels neutralize these unwanted feelings and get along with their learning tasks. Hence, avoid academic unethical behaviours.

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Section: Academic Integrity-academic Dishonestymentioning

confidence: 99%

Section: Academic Dishonesty and Mindfulnessmentioning

confidence: 99%

To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion

Eshet,

Grinautsky,

Steinberger

2024

Int J Educ Integr

Self Cite

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“…The latest technologically infused, non-traditional learning environments are considered to be susceptible to low educational integrity levels as there are platforms where dissertations, thesis, assignments and other forms of academic writing services can be obtained at a cost. This need on the part of the students to resort to such unwarranted ways and means to meet their academic compliances could also be due to their attitudinal factors and learning style variations that are driven through pedagogical & comprehension challenges under a digital learning environment (Eshet et. al.…”

Section: Figure 1 Showing Various Levels Of Learningmentioning

confidence: 99%

Collegiate cheating: understanding the prevalence, causes, and consequences

Mahato,

Gaurav

2023

SEC

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This article summarizes the arguments and counterarguments regarding the issue of academic dishonesty. The study’s main aim is to understand and initiate discussions about the widespread but disturbing problem of attrition in higher education institutions around the world. A systematization of literary sources and approaches to understanding university attrition has shown that a deep-rooted interplay of cultural, cross-cultural and social values contributes to academic dishonesty. The relevance of this issue and decisions that are considered necessary in this direction is that it will help educational institutions think about the need to develop a policy of academic integrity and control over strict compliance with the norms of this policy. The work uses a dual methodological approach involving quantitative and qualitative research methods. Within the framework of the quantitative method, a survey of students was conducted, which included a sample of 503 respondents. The purpose of the structured study of students is to determine their general perception of academic integrity, as well as to assess the extent of their use of information technology and compare it with their individual level of academic integrity. The qualitative method involved conducting interviews (in person and by telephone) and 25 focus group discussions among educational administrators regarding the prevalence of academic dishonesty in the academic environment. The internal consistency of the method was checked using Cronbach’s alpha coefficient. The article empirically confirms the results, which indicate that the traditional learning environment, the level of affluence in the family, and technological dependence contributed to non-compliance with the principles of academic dishonesty and a decrease in the quality of educational services. The results showed that the presence of a family business can significantly affect a student’s thinking and form a low level of tolerance for academic dishonesty (F=1.54, p=0.02). With the rapid spread of digital technology, Generation Z students depend highly on technology to support their educational endeavours (F=1.35, p=0.04). The results of the study offer a better understanding of the consequences of deviant academic behavior, the justification for increasing the responsibility of the subjects of the educational process for non-compliance with the principles of academic integrity and the importance of the institutional policy of the educational institution in regulating this issue.

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“…The civil engineering program study found that performance varied by level, with scores of level 1 students decreasing over the three years of the study and scores for level 3 students increasing over that same time interval [12]. Another study examined the relationships between attendance mode, student personality traits, and academic integrity [13]. The study found a small but significant correlation between the personality traits of agreeableness and emotional stability with academic integrity, but found no significant differences between students who attended inperson, online, or in both formats [13].…”

Section: Introductionmentioning

confidence: 99%

“…Another study examined the relationships between attendance mode, student personality traits, and academic integrity [13]. The study found a small but significant correlation between the personality traits of agreeableness and emotional stability with academic integrity, but found no significant differences between students who attended inperson, online, or in both formats [13]. Yet another study compared scores across engineering thermodynamics courses in Singapore and Malaysia during 2019, 2020, and 2021, with 2019 being in-person and 2020-2021 being online [14].…”

Section: Introductionmentioning

confidence: 99%

Preliminary Results from a Work in Progress Assessing Student Perceptions of the Benefits of Continuing HyFlex Course Format Beyond the COVID-19 Pandemic

Becklinger

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Background: The COVID-19 pandemic required instructors to quickly alter course formats, with many adopting synchronous online, asynchronous online, or hybrid and HyFlex teaching models. As the pandemic abates, it is worthwhile to assess whether these methods still offer substantial benefits to students moving forward.Purpose/Hypothesis: This pilot study assesses student perceptions of a HyFlex course model, with a focus on whether the HyFlex format allowed them to better handle academic and nonacademic responsibilities.Design/Method: A course perception survey was given to students in two introductory-level engineering courses and one junior-level technology course that all used a HyFlex course model in the Spring 2022 semester. Students were asked how frequently they attended class in-person, via Zoom, and via video. They were asked to what extent they agreed that the HyFlex format helped them meet course, other academic, family, work, and health responsibilities. Students were also asked about their extracurricular responsibilities, such as how many hours they worked in an average week and whether they were a caregiver.Results: Of the 46 students in these courses, 19 (41%) responded to the survey, 12 (26%) of which were complete. Of these, 8 students attended most or all classes in-person, 2 attended most classes via Zoom, 1 attended most classes via video, and 1 attended via a mixture of formats. The 7 students who reported working during the semester worked an average of 18 hours per week. Two students reported being caregivers. Response to the HyFlex course format was overwhelmingly positive, with between 58% and 83% of respondents strongly agreeing, and an additional 8% to 25% somewhat agreeing that the HyFlex course format helped them keep up with and understand the course, and benefited their ability to keep up with work, family responsibilities, physical health, and mental health. No students disagreed with these statements. In the free response section, key benefits cited for the HyFlex format were ability to keep up with the course and to re-watch the videos if the student did not understand a concept. Of the six students who reported a disadvantage to HyFlex, reduced interactions with classmates and the instructor were the most frequently mentioned disadvantages.Conclusions: This pilot study indicates that a HyFlex course format has been viewed favorably by engineering and technology students and may help them better meet academic and nonacademic responsibilities. A large proportion of students work and/or have family responsibilities that might pose barriers to in-person attendance. More data is needed to see whether these trends continue as we move further from the pandemic, and to perform more rigorous statistical analysis.

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Academic integrity in the HyFlex learning environment

Cited by 7 publications

References 78 publications

To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion

To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion

Collegiate cheating: understanding the prevalence, causes, and consequences

Preliminary Results from a Work in Progress Assessing Student Perceptions of the Benefits of Continuing HyFlex Course Format Beyond the COVID-19 Pandemic

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