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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Presentations text content in Tech-Savvy Cheating: New Insights into Honest Assessments
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%)
Download this presentation
DownloadNote - The PPT/PDF document "Tech-Savvy Cheating: New Insights into ..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Presentations text content in Tech-Savvy Cheating: New Insights into Honest Assessments
Tech-Savvy Cheating: New Insights into Honest Assessments
Presented by Laura A. LeDoux, Esq.
April 15, 2015
IACBE Conference
Slide2Academic Dishonesty – A Rampant Problem
Slide3Background
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?
Slide4Literature 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
Slide5Hypotheses
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
Slide6Method 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
Slide7Results
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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