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1.
Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e-authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e-authentication instruments and how they impact trust in e-assessment. This mixed-method study examines the concerns and practices of 108 teaching staff who used the TeSLA—Adaptive Trust-based e-Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e-assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e-assessment best practices and course team support.  相似文献   

2.
A substantial proportion of university students report committing plagiarism and related forms of misconduct. An academic integrity-focused approach to addressing plagiarism emphasises the promotion of positive values alongside education of staff and students about good, and bad, practice in writing, studying and assessment design. The concept was developed many years ago and is seen as desirable, yet it is not clear whether academic integrity features prominently in the education of academics themselves. We analysed source texts for postgraduate certificates in higher education (or equivalent) at UK universities. Overall, academic integrity was poorly addressed in these texts, and the language used (‘cheating’, ‘plagiarism’) was not reflective of an academic integrity-based approach. Newer issues, such as the purchasing of custom written assignments (contract cheating), were barely addressed. We conclude that the concept of academic integrity needs to be integrated into mainstream discourse around teaching in UK higher education.  相似文献   

3.
Whilst the copying, falsification and plagiarism of essays and assignments has long been a prevalent form of academic misconduct amongst undergraduate students, the increasing use of the internet in higher education has raised concern over enhanced levels of online plagiarism and new types of ‘cyber‐cheating’. Based on a self‐report study of 1222 undergraduate students, this paper explores the nature and patterning of online plagiarism amongst students in UK higher educational institutions. The data find around three‐fifths of students self‐reporting at least a moderate level of internet‐based plagiarism during the past 12 months, with significant differences in terms of gender, educational background and—most notably—subject discipline. Students’ online plagiarism was also found to correlate strongly with their self‐reported levels of offline plagiarism. The data therefore highlight the need to contextualize online plagiarism in relation to the wider ‘life‐world’ of the contemporary university student and, in particular, the role of the internet in their everyday non‐academic lives. The paper concludes by discussing how university authorities may go about addressing internet‐based plagiarism in the contemporary university setting.  相似文献   

4.
Abstract

A concern that has been raised with the transition from pen and paper examinations to electronic examinations is whether this will make cheating easier. This article investigates how teachers and students perceive the differences in ease of cheating during three types of written examination: paper exams, bring your own device e-exams and e-exams using university-owned devices. It also investigates perceptions about the effectiveness of some typical countermeasures towards cheating across these examination types. A mixed-method approach was used, combining questionnaires and interviews with students and teachers in the authors’ own university. A total of 212 students and 162 teachers participated in the questionnaire survey, and then, a more limited number were interviewed to get a deeper understanding of the results. Six-different cheating practices were considered – impersonation, forbidden aids, peeking, peer collaboration, outside assistance and student–staff collusion and seven different countermeasures were considered – proctors, biometry, mingling, shuffling, random drawing, sequencing and broadcasting. Both students and teachers perceived cheating as easier with e-exams, and especially with bring your own device. They also thought some countermeasures would be easier to implement with e-exams.  相似文献   

5.
Concern about academic dishonesty has led to studies designed to explore its nature, prevalence, and causes. Nevertheless, to date there has been little empirical work designed to test the efficacy of measures to reduce cheating behavior. Many authors agree that there should be institutional statements about academic dishonesty that give definitions and state the penalties for cheating. The purpose of this study was to examine the efficacy of such statements in terms of their influence on perceived severity and perceived incidence of plagiarism in undergraduates. We found that having the students read a carefully worded statement about plagiarism was an effective way to change the perceptions of how seriously plagiarism breaches academic guidelines. Our data further suggest that providing guidance about avoiding plagiarism that encourages students to take a more serious view of the issue is likely to have positive effects on future behavior.  相似文献   

6.
Maintaining academic integrity and preventing students from cheating and plagiarising academic work are challenges faced by higher education institutions. These areas have become even more problematic with the growth of the Internet and readily available information, which increase the temptation for students to copy and paste information directly into academic work. Institutions have turned to various strategies to mitigate these aspects. This retrospective research study examined a four-prong anti-plagiarism programme and its impact on the incidence of plagiarism in a Post-Professional Doctor of Physical Therapy programme. The results showed that, using a combination of a structured education module related to plagiarism, Turnitin plagiarism detection software, implementation of policies and procedures, and support from the institution’s writing centre resulted in significant differences in the rate of plagiarism (P < .001) over the five-year period. The rate of plagiarism in year 1 (0.96%) was 2.7 (95% CI, 1.4–5.3) times the rate in year 5 (0.35%, P = .004). The rates of plagiarism in years 2, 3, and 4 were 0.74, 0.35, and 0.30%, respectively. Using a combination of these strategies may help higher education institutions address episodes of plagiarism and improve academic integrity.  相似文献   

7.
Research is an original and systematic investigation undertaken to discover new facts and information about a phenomenon. However a variety of empirical and ethical issues are on the rise in academia, especially plagiarism is quickly becoming part of global educational and research culture. More and more students and researchers are turning to the Internet for cooked solutions and shortcuts for writing assignments, research papers and thesis. The purpose of this paper is to highlight the seriousness of plagiarism amongst graduate and post graduate students of Pakistan. It also explores the university students’ level of awareness of plagiarism. A total of 365 graduate and post graduate students of randomly selected public and private sector universities participated in this exploratory empirical study. A self-reported questionnaire survey was used for collection of primary data. Findings revealed that there was a low level of awareness about plagiarism and university plagiarism policies and processes amongst the students. Findings also revealed that many respondents did not understand what plagiarism is? A significant number of students have fairly admitted that they have intentionally plagiarized written materials. Based on the findings of the study this paper puts forward recommendations to create awareness amongst the students regarding plagiarism, plagiarism policies and provides statistical evidences for formulation of policies and guidelines to combat plagiarism in institutions of higher learning in Pakistan. Furthermore, the paper submits recommendations to minimize the plagiarism based on the authors’ experiences.  相似文献   

8.
This paper reviews the literature on plagiarism by students, much of it based on North American experience, to discover what lessons it holds for institutional policy and practice within institutions of higher education in the UK. It explores seven themes: the meaning and context of plagiarism, the nature of plagiarism by students, how do students perceive plagiarism, how big a problem is student plagiarism, why do students cheat, what challenges are posed by digital plagiarism and is there a need to promote academic integrity? It is concluded that plagiarism is doubtless common and getting more so (particularly with increased access to digital sources, including the Internet), that there are multiple reasons why students plagiarise and that students often rationalise their cheating behaviour and downplay the importance of plagiarism by themselves and their peers. It is also concluded that there is a growing need for UK institutions to develop cohesive frameworks for dealing with student plagiarism that are based on prevention supported by robust detection and penalty systems that are transparent and applied consistently.  相似文献   

9.
Plagiarism needs to be addressed to maintain academic standards and to safeguard the integrity of the academic project. With the evolving digital world, conventional methods of addressing plagiarism are gradually being dismissed in favour of new technologies. Unfortunately, there is a general misunderstanding about what such technologies do. This paper was written from a PhD study, and looks at how such misunderstandings emerge across the higher education sector of one country. Institutional policies and other documents related to plagiarism were analysed from public universities across South Africa, and this was then augmented with interviews with members of institutional plagiarism committees. The results of the study revealed that technology is a key facet in these universities’ attempts to reduce the incidents of plagiarism, and that Turnitin is the most favored text-matching tool. However, the software is misunderstood to be predominantly a plagiarism detection tool for policing purposes, ignoring its educational potential for student development. The implication is that, if Turnitin is primarily used as a policing tool, students are not only denied access to nuanced pedagogical interventions that might develop their academic writing, but its misuse could also change students’ behavior in undesirable ways.  相似文献   

10.
Abstract

This article reports on one aspect of a nationally funded research project on contract cheating in Australian higher education. The project explored students' and educators’ experiences of contract cheating, and the contextual factors that may influence it. This article reports the key findings from non-university higher education providers (NUHEPs). It compares survey responses from 961 students and 91 educators at four NUHEPs with previously reported findings from eight universities (14,086 students and 1,147 staff). NUHEP and university students report engaging in contract cheating in similar ways. However, while NUHEP educators spend more time teaching academic literacies and discussing contract cheating, NUHEP students are 12 times more likely than university students to report use of a professional academic writing service. Both NUHEP and university educators require systematic professional development regarding the relationship between the teaching and learning environment and students’ contract cheating behaviour. NUHEPs need to be cognisant of students’ vulnerability to commercial contract cheating services, and ensure they have access to timely academic and social support.  相似文献   

11.
Previous research on Western college samples has identified a number of personality traits associated with scholastic cheating. Based on these findings, we suggest a model integrating personality predictors of cheating. However, it remains unclear whether the proposed model can be generalised to the Chinese culture, which has different norms and societal values. We filled this gap by estimating the associations between scholastic cheating and key personality constructs (i.e. the Big Five and the Dark Triad) in a sample of Chinese university students (N?=?634). Our results indicated that older and male students were more likely to engage in scholastic cheating than other students. After controlling for the constructs’ overlap, only extraversion and psychopathy remained significant correlates. We discuss the implications of our findings for both research and practice.  相似文献   

12.
There is general agreement in the literature that international students are more likely to plagiarise compared to their native speaker peers and, in many instances, plagiarism is unintentional. In this article we describe the effectiveness of an academic writing development programme embedded into a Biological Sciences Taught Masters course designed to reduce unintentional plagiarism amongst international students in the cohort. We compared plagiarism rates in the years before and after the implementation of the writing intervention. In addition, we analysed data from a high response rate questionnaire (87.8%: class of 90 students) designed to evaluate students’ perceptions of the usefulness of the writing development programme and to elicit information about their prior educational experiences which might relate to plagiarism. Our combined quantitative and qualitative data show that an early pedagogical response reduced plagiarism levels amongst international students. However, the UK and international students in the same cohort reported markedly different responses to the writing programme. We therefore suggest that, if international students are provided with an initial opportunity to practise academic writing and receive feedback, they are more likely to be successful when writing coursework assignments later on. However, any initial writing development programme should be adapted to accommodate the differing needs of the UK and international students within the cohort.  相似文献   

13.
Many factors influence students’ progress in higher education. However, the students’ own voices are seldom heard. Using a qualitative approach, the study explored students’ own experiences of the factors that have influenced their studying. Research has indicated that students’ experiences are often related to their approaches to learning. Therefore, experiences of enhancing and impeding factors were explored here in relation to different study profiles. Altogether 736 open-ended answers were analysed by qualitative context analysis. After establishing the categories of enhancing and impeding factors and creating the student profiles, the differences between the profiles were examined using chi-square tests. The results revealed that the students had experienced a broad variety of factors that influenced their studying. These experiences varied widely with regard to the students’ study profiles. In particular, those in the Students applying a surface approach and Unorganised students applying a deep approach profiles appeared to experience more obstacles in their studies than the students in other profiles. Characteristic of these two profiles was the students’ low ability to organise their studies, that is, manage their time and effort. The study suggests that at least part of the variation in students’ experiences of the factors influencing their progress is explainable by the students’ learning profiles. Whether it would be useful to identify different student profiles rather than concentrate on asking the students directly about their experiences of enhancing and impeding factors is discussed.  相似文献   

14.
Abstract

Textual plagiarism is a serious violation of established academic protocols, but it requires considerable writing experience and care to avoid as well. Although student understanding of textual plagiarism and their plagiaristic behaviour in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts have been quite well researched, few studies have sought to evaluate instructional interventions specifically designed to reduce plagiarism by empowering student writers with a better knowledge of plagiarism and skills at source referencing. To the best of our knowledge, no study to date has ever systematically assessed students’ understanding of plagiarism and their source referencing performance in response to intervention. This classroom-based research, at a university in Beijing, aimed to discover whether a 6-hour block of instruction could facilitate better understanding of plagiarism and appropriate source referencing skills. The results showed that the intervention did generally give students a better appreciation of how textual plagiarism looks and significantly reduced blatant and subtle plagiarism in their writing. However, students’ heavy reliance on original source language did frequently reoccur in student writing if in less clear-cut ways. Some helpful lessons were drawn from this study.  相似文献   

15.
Academic misconduct is a problem encountered by many academic programmes, including programmes in the health sciences. The primary purpose of the present study was to assess doctoral student and graduate faculty perceptions of academic misconduct, specifically plagiarism. We used a cross-sectional survey design, and separate surveys were developed for students and faculty. The student survey measured student perceptions of the prevalence of plagiarism among students in general and assessed the occurrence of each student’s plagiaristic behaviours. The faculty survey measured faculty perceptions of the prevalence of plagiarism among students in general and among students in their courses specifically. Two hundred and thirty-eight students and 92 faculty completed the surveys. Students were doctoral health sciences students enrolled in a campus-based, online or hybrid programme. Compared with the self-reported behaviour of students, faculty believed more students were involved with plagiarism. Self-rated knowledge about plagiarism was significantly higher among online students and faculty than among campus-based students and faculty (p<0.001). Both students and faculty believed the most common plagiaristic activity was citing and referencing a full-text source when only the abstract was read, but only a few students reported personally doing this. Additionally, more campus-based students than online students reported working closely with another classmate on an assignment when they were not authorised to do so (p<0.001). In the present study, surveyed students and faculty believed plagiarism was prevalent among the general student population; however, few students self-reported this behaviour.  相似文献   

16.
This article illustrates the experience of introducing e-assessment to a foundational ICT networking course for a ‘large’ group of first-year students at a South African Higher Education Institution. The study employed a mix of participatory action research, systems design, and survey (quantitative and qualitative) analysis over an academic year across two semesters. Although much research has been conducted on teaching in ICT, the purposeful pedagogical use of electronic assessment is limited. The results provide insight into the need for ‘extending’ the scholarship of teaching and learning to the scholarship of teaching, learning and assessment. While the research has some limitations in longitudinal and comparison studies, it is useful to students, teaching instructors, lecturers and administrators as it provides key thoughts as guidelines for introducing and using e-assessments as platforms for active learning, and as a basis for future research into the use of e-assessment for high-stake summative assessment.  相似文献   

17.
Are more students cheating on assessment tasks in higher education? Despite ongoing media speculation concerning increased ‘copying and pasting’ and ghostwritten assignments produced by ‘paper mills’, few studies have charted historical trends in rates and types of plagiarism. Additionally, there has been little comment from researchers as to the best way to assess changes in plagiarism over time. In this paper, we discuss the relative strengths and weaknesses of research designs for assessing changes in plagiarism over time, namely cross-sectional, longitudinal, and time-lag. We also report the results of our own time-lag study of plagiarism. We assessed self-reported engagement in, awareness of, and attitudes towards plagiarism in three comparable groups of students at the same university on three occasions, each separated by five years (2004, 2009, and 2014). The data from our study paint an encouraging picture of increased understanding and reduced occurrence of several forms of plagiarism, with no upward trend in verbatim copying or ghostwriting. We suggest that technological and educational initiatives are counteracting the potential for increased plagiarism from online sources.  相似文献   

18.
An international agenda to raise educational ‘standards’ and increase the accountability of schools has the unintended consequence of increased uniformity around pedagogical practices, and of introducing assessment practices that influence the way students experience learning. This paper explores how the self-assessment experiences of primary and secondary school students in relation to their learning reflects their perceived respective institutional demands to account for their learning. Students’ dilemmas and experiences of school-based assessment include the use of pre-defined criteria for assessment tasks focusing the learner’s attention to ‘getting to the identified outcome and in the right way’. When school assessment systems do not reflect students’ socially and culturally valued learning, this reduces conversations around learning to that of outcomes. In contrast, by supporting learners to self-assess in increasingly sophisticated ways, teachers encourage students to think about their learning across contexts, and liberate them from thinking only about institutional assessment demands.  相似文献   

19.
To encourage increased student attendance and engagement in a third-year economics unit, the curriculum was redesigned to incorporate continuous assessment throughout the semester. A component of group project marks were allocated to peer assessment, in an attempt to address concerns about free-riding colleagues sharing a common mark. This study investigated the consistency of marks awarded to peers within teams, and the acceptance by students of marks awarded by peers. Students were asked to provide ratings and explanatory comments for each of their group peers. Focus groups were conducted to determine students’ acceptance of this strategy. Eighty student ratings were compared to determine consistency of assessment. Within groups, students who received higher marks from their peers generally awarded marks to their peers across a wider range, whereas students who received lower average grades often awarded the same mark to all team members. These results might indicate that students who were attending class regularly and/or contributing at a higher level were more discriminating in the marks awarded to their peers. Similarly, non-contributors (as identified by their peers) assigned the same or similar grades to each of their peers, possibly due to a lack of knowledge about their peers’ contributions.  相似文献   

20.
An increasing problem of great concern for academic institutions around the world is the pervasiveness of academic cheating among students. However, there is a dearth of prior research on cheating in cross-national contexts. The present study examines the relationships between structural measures of strain and principals’ reports of problematic cheating in schools across 35 nations, derived from the 2007 Trends in International Math and Science Studies survey. The study employs multilevel logistic regression analysis to evaluate whether indicators of economic disadvantage, educational achievement, and educational inequalities influence the level of problematic cheating reported by school principals cross-nationally. Additionally, we identify which socioeconomic and demographic characteristics of nation-states are most related to perceptions of problematic academic cheating as reported by school principals. The findings indicate that schools with resource shortages, greater levels of economic disadvantage, and those with larger national average grade sizes experience higher levels of problematic cheating.  相似文献   

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