Computing student practices of cheating and plagiarism

Sheard, Judy; Dick, Martin

doi:10.1145/1999747.1999813

Cited by 44 publications

(28 citation statements)

References 11 publications

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“…In general, students have a poor perception of what constitutes plagiarism and will often err too heavily on the side of caution (Ashworth, Bannister, & Thorne, 1997). This point has been reinforced by observations that the amount of plagiarism actually taking place has been declining, at least amongst computer science students (Culwin, 2008;Sheard & Dick, 2011), although the general perception is the opposite . Certainly, evidence presented by Dick et al (2003) suggests that students tend to cheat when given the opportunity to do so.…”

Section: Plagiarismmentioning

confidence: 99%

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

Jabbour¹

2014

Informatics in Education

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We present an overview of the nature of academic dishonesty with respect to computer science coursework. We discuss the efficacy of various policies for collaboration with regard to student education, and we consider a number of strategies for mitigating dishonest behaviour on computer science coursework by addressing some common causes. Computer science coursework is somewhat unique, in that there often exist ideal solutions for problems, and work may be shared and copied with very little effort. We discuss the idiosyncratic nature of how collaboration, collusion and plagiarism are defined and perceived by students, instructors and administration. After considering some of the common reasons for dishonest behaviour among students, we look at some methods that have been suggested for mitigating them. Finally, we propose several ideas for improving computer science courses in this context. We suggest emphasizing the intended learning outcomes of each assignment, providing tutorial sessions to facilitate acceptable collaboration, delivering quizzes related to assignment content after each assignment is submitted, and clarifying the boundary between collaboration and collusion in the context of each course. While this discussion is directed at the computer science community, much may apply to other disciplines as well, particularly those with a similar nature such as engineering, other sciences, or mathematics.

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Section: Plagiarismmentioning

confidence: 99%

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

Jabbour¹

2014

Informatics in Education

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“…The differences in acceptability between the first and second scenarios show that asking a fellow student for advice was viewed as more acceptable than posting to a message board for assistance, a practice that is explicitly condoned in some courses [11,12]. The levels of uncertainty for all of these practices indicate that many students are not clear about how and where they should be seeking assistance outside the classroom.…”

Section: % 19% 69%mentioning

confidence: 99%

“…Practices that the researchers considered unacceptable, but their survey respondents did not, include reusing one's own prior work (known variously as self-plagiarism or recycling), collaborating on an assignment intended to be the work of individual students, and copying the bulk of a friend's assignment but then doing a reasonable amount of additional work. Replicating the survey ten years later [11], they found that students had greater awareness of the unacceptability of a number of practices, but there were still some areas of concern.…”

Section: Introductionmentioning

confidence: 99%

Student perceptions of the acceptability of various code-writing practices

Simón

Cook

Sheard

et al. 2014

Proceedings of the 2014 Conference on Innovation &Amp; Technology in Computer Science Education - ITiCSE '14

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This paper reports on research that used focus groups and a national online survey of computing students at Australian universities to investigate perceptions of acceptable academic practices in writing program code for assessment. The results indicate that computing students lack a comprehensive understanding of what constitutes acceptable academic practice with regard to writing program code. They are not clear on the need to reference code taken from other sources, or on how to do so. Where code from other sources is used, or inappropriate collaboration takes place between students, there appears to be a feeling that any academic misconduct is diminished or even nullified if the students subsequently work with the code to make it their own. These findings suggest a need for the development of standards that elucidate acceptable practices for computing, combined with ongoing education of computing students.

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“…Questionnaire of this survey is fully based on the questionnaire used in 2000 during the survey conducted in Australia at Monash University and at Swanbourne University which results were published in [39]. The same survey was conducted ten years later and results were compared in [40]. The most important part of both surveys consists of 18 scenarios.…”

Section: Fig 9 Sample Poll Everywhere Questionmentioning

confidence: 99%

Pitfalls of E-education: from multimedia to digital dementia?

Gajewski

2016

Annals of Computer Science and Information Systems

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Abstract-This paper presents lessons learned from nearly 25 years long experiences with different forms of E-education. All experiences are definitely positive but during conducted research many pitfalls and traps were recognized and observed. Widely used multimedia materials do not motivate weak students to learn. Instead of learning they do prefer to watch materials in a passive way. Mobile learning in which all materials are available also for smartphones increased this attitude to learning. All quizzes and tests even very sophisticated cannot replace a real exam. Knowledge of the answers on hundreds of questions is not equal to the real knowledge of a certain field. Flipped classroom paradigm forcing to learn at home was not accepted by students. Moreover, E-education creates chances for e-cheating. All these pitfalls and traps lead to the conclusion that E-education is not a straightforward remedy for all current education problems.

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Computing student practices of cheating and plagiarism

Cited by 44 publications

References 11 publications

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

Student perceptions of the acceptability of various code-writing practices

Pitfalls of E-education: from multimedia to digital dementia?

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