Cyber Cheating in an Information Technology Age

Jones, Karl O.; Reid, Juliet M. V.; Bartlett, Rebecca

doi:10.7238/d.v0i10.508

Cited by 18 publications

(23 citation statements)

References 12 publications

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“…In the last decade plagiarism has become easier to perform and more noticeable with the progress of computer technology. The Internet became an unfailing source for students' seminars and papers, worsening the already alarming situation among students (21). Occurrence of academic plagiarism is, among other elements, a ected by students' lack of knowledge on academic integrity and neglecting intellectual property (7,19,22).…”

Section: Introductionmentioning

confidence: 99%

“…Occurrence of academic plagiarism is, among other elements, a ected by students' lack of knowledge on academic integrity and neglecting intellectual property (7,19,22). Previous studies indicate that lack of knowledge about plagiarism, students' propensity toward such behaviour and not understanding the seriousness of such violations increase plagiarism frequency (2,19,22,23) especially when the Internet is the source of plagiarism (21). Recognizing attitudes towards plagiarism is an important basis for educating and deterring students from plagiarizing (19,21,22).…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies indicate that lack of knowledge about plagiarism, students' propensity toward such behaviour and not understanding the seriousness of such violations increase plagiarism frequency (2,19,22,23) especially when the Internet is the source of plagiarism (21). Recognizing attitudes towards plagiarism is an important basis for educating and deterring students from plagiarizing (19,21,22). Attitudes can be reached using standardized questionnaire, one of which was recently published by our research group (23).…”

Section: Introductionmentioning

confidence: 99%

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Attitudes toward plagiarism among pharmacy and medical biochemistry students – cross-sectional survey study

et al. 2010

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Introduction: Plagiarism is one of the most frequent and serious forms of misconduct in academic environment. The cross-sectional survey study was done with aim to explore the attitudes toward plagiarism. Materials and methods: First year students of Faculty of Pharmacy and Medical Biochemistry, University of Zagreb, Croatia (N = 146) were anonymously tested using Attitude toward Plagiarism (ATP) questionnaire. The questionnaire is composed of 29 statements on a 5 point Likert scale, (1 -strongly disagree, 2 -disagree, 3 -neither agree nor disagree, 4 -agree and 5 -strongly agree) measuring three attitudinal factors (positive and negative attitude and subjective norms) toward plagiarism. Results were presented as score (mean ± SD) followed by reference range (divided in three equal parts: low, moderate and high score). Score range expends from 12 to 60 (low: 12-28; moderate: 29-45; high: 46-60) measuring positive attitude toward plagiarism, from 7 to 35 (low: 7-16; moderate: 17-26; high: 27-35) measuring negative attitude toward plagiarism and from 10 to 50 (low: 10-23; moderate: 24-37; high: 38-50) measuring subjective norms. Response rate was 99% (N = 144). Results: Results revealed moderate positive attitude (36 ± 7) and subjective norms (32 ± 6) toward plagiarism and moderate to high negative attitude (26 ± 4). Plagiarism is perceived as not very important (63% of students), harmless (59%), justi ed under special circumstances (42%), and sometimes necessary (35%). Conclusion: Students' attitudes re ect insu cient level of seriousness and awareness with which plagiarism is perceived. They are lacking knowledge on scienti c methodology, academic and scienti c misconduct. Plan and program to educate students about academic integrity and research methodology is required on all educational level.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Attitudes toward plagiarism among pharmacy and medical biochemistry students – cross-sectional survey study

et al. 2010

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“…One can say that e-Learning caused eCheating as presented by Jones in [29] and in [30]. Cyber cheating is a crucial problem in an information technology age [31]. There were tenths of papers written on this subject.…”

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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“…Recognizing attitudes toward plagiarism (ATP) is an important basis for educating as well as deterring students from plagiarizing. [12][13][14] Positive attitudes toward research enable the problem to be solved quickly while a negative attitude hampers the efforts toward research.…”

Section: Introductionmentioning

confidence: 99%