Tech-Savvy Cheating: New Insights into Honest Assessments PowerPoint Presentation

Tech-Savvy Cheating:  New Insights into Honest Assessments PowerPoint Presentation

2016-03-01 52K 52 0 0

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Presented by Laura A. LeDoux, Esq.. April 15, 2015. IACBE Conference. Academic Dishonesty – A Rampant Problem. Background. Academic dishonesty is on the rise. Is cheating a learned behavior?. Is technology really the problem?. ID: 237481

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Slide1

Tech-Savvy Cheating: New Insights into Honest Assessments

Presented by Laura A. LeDoux, Esq.

April 15, 2015

IACBE Conference

Slide2

Academic Dishonesty – A Rampant Problem

Slide3

Background

Academic dishonesty is on the rise

Is cheating a learned behavior?

Is technology really the problem?

What can we do as educators to alleviate this problem while still availing ourselves of the benefit of the technology?

Slide4

Literature Review

There is divergent research regarding whether the online forum contributes to academic dishonesty

It appears that the instructional setting plays less of a role in the prevalence of cheating than other

factors

Many other

factors play a role in academic dishonesty such as: age, background, year in school, and membership in social

organizations

No studies focused on the foundational reasons for cheating and how they were impacted by technology

Slide5

Hypotheses

That instructor diligence is the main deterrent to academic dishonesty

That

the incidence of academic dishonesty

increases

throughout the students’ academic careers and reaches its apex in the senior academic

year

When

penalties are not communicated incidence of academic dishonesty

increases

Slide6

Method of Research

Anonymous participants included:

93 undergraduates from various hybrid and face-to-face Business classes at institutions in Southern

California

43

freshman, 8 sophomores, 3 juniors and 39

seniors

Slide7

Results

The forum in which the assessment is presented is less important than

how

it is presented

The

majority of students who cheat are not caught and/or disciplined (94%)

The

greatest deterrent for students is the clear and continuous communication of expectations and penalties (93%)

The

greatest deterrent for students who were not caught is their own personal guilt (29%)

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