In their own words

Simón,; Sheard, Judy

doi:10.1145/2828959.2828977

Cited by 7 publications

(11 citation statements)

References 18 publications

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“…As with computer science, in mathematics and statistics, the 'deliverables tend to have somewhat uniform structure, making similarity detection more difficult' (Simon, Cook, Sheard, Carbone, & Johnson, 2014). (Indeed, some students and academics believe that the correct responses in these disciplines are formulaic or must be identical (Simon & Sheard, 2015); in my opinion, this is an over-simplification.) Fraser (2014) points out that, owing to the nature of computer science, the best answers will be highly similar, the compiler being 'a relentlessly unforgiving arbiter of correctness' (Roberts, 2002).…”

Section: Mathematics -It's Clear Cut Isn't It?mentioning

confidence: 99%

“…The students interviewed by Devlin and Gray (2007) voiced the opinion that being underprepared or frustrated with the quality of teaching led to some misconduct. Simon and Sheard (2015) reported that struggling to do work unaided but finding it difficult to source permitted help is a factor (though it is not necessarily a justifying…”

Section: Themes In Studies Of Academic Integritymentioning

confidence: 99%

“…Peer or social pressure is a factor that can cause students to agree to things they are not entirely comfortable with, such as showing their work to another student (Simon & Sheard, 2015). Also, when asking for inappropriate help, students are more likely to ask a friend who is impulsive, than someone cautious who they know less well (Scrimpshire et al, 2017).…”

Section: Chapter 3 Issues Raised By the Scenarios Scenario Amentioning

confidence: 99%

“…Working together cooperatively or collaboratively in class is encouraged, but this has muddied the water about expectations when it comes to individual assessment (Barrett & Cox, 2005;Simon & Sheard, 2015;Sutherland-Smith, 2013). Students who would never copy another student's work in an exam may not think twice about what happens when they are doing homework or assignments (Ashworth et al, 1997).…”

Section: Scenario Cmentioning

confidence: 99%

“…University academic integrity policy requires staff and students to take actions that will reduce the possibility for misconduct, which includes lecturers varying the assessment tasks from year to year. Cynicism about lecturers' level of care, both in designing assessment and deterring misconduct, is a justification that students give for their misconduct (Ashworth et al, 1997;Simon & Sheard, 2015). All three people in this scenario may be breaching the guidelines.…”

Section: Scenario Fmentioning

confidence: 99%

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Victorian Aboriginal life and customs through early European eyes

Frankel¹,

Major²

2017

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Section: Mathematics -It's Clear Cut Isn't It?mentioning

confidence: 99%

Section: Themes In Studies Of Academic Integritymentioning

confidence: 99%

Section: Chapter 3 Issues Raised By the Scenarios Scenario Amentioning

confidence: 99%

Section: Scenario Cmentioning

confidence: 99%

Section: Scenario Fmentioning

confidence: 99%

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Victorian Aboriginal life and customs through early European eyes

Frankel¹,

Major²

2017

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It’s Okay Because I Worked Really Hard! – Student Justifications for Questionable Collaboration while Solving Computer Labs

Björn

Haglund

Munz

et al. 2022

2022 IEEE Frontiers in Education Conference (FIE)

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In this full research paper we examine questionable collaboration from a student perspective. Collaborating while solving computer lab assignments is often considered an important part when learning computer science, as it allows students to discuss their work, while also practicing working together. However, it also introduces risks, such as students collaborating in ways negatively impacting their learning outcomes and leading to inaccurate grading. Hence it is important to work towards reducing the use of these poor collaborative practices. In order to ameliorate the problem with academic misconduct, we need to understand students' justifications for deviating from acceptable practices. In this paper we therefore investigate how students justify their collaborative practices during computer lab assignments in situations they experience as questionable. The justifications were collected through 15 semi-structured interviews with students experienced in pair programming, majoring in computer science and other technical fields from two large well-known European universities.The justifications from the interviews were analysed using phenomenography resulting in seven categories: external pressure, lack of interest, spending time on the assignment, understanding the end product, contributing to the process, learning from the assignment and reflecting on the purpose of the learning. These describe in which situations students might deviate from the rules and can be used by institutions to prevent such behavior.

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Academic integrity and computing assessments

Simón

Sheard

2016

Proceedings of the Australasian Computer Science Week Multiconference

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A recent Australian project has investigated academics' and students' understandings of and attitudes to academic integrity in computing assessments. We explain the project and summarise some of its findings, which have been presented in a number of prior papers. In an extended discussion section we then raise a number of questions that we believe must be addressed by the computing education community if it is to be seen to take academic integrity seriously. We question the value and the validity of a number of current educational practices, and urge the community to work towards resolutions of the unanswered questions.

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In their own words

Cited by 7 publications

References 18 publications

Victorian Aboriginal life and customs through early European eyes

Victorian Aboriginal life and customs through early European eyes

It’s Okay Because I Worked Really Hard! – Student Justifications for Questionable Collaboration while Solving Computer Labs

Academic integrity and computing assessments

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