Perceptions Of Academic Integrity Research Articles

Exploring Students’ Perceptions of Academic Integrity in the Digital Classroom through Exploratory Factor Analysis (EFA)

Objectives: The research aims to develop a reliable tool for thoroughly understanding the multifaceted concept of academic integrity and establish a foundational model that can serve as a cornerstone for subsequent investigations into academic integrity within digital classrooms. Methods: A cross-sectional survey method was employed, involving 196 students from the College of Education of a state university in the Visayas region of the Philippines. The participants were students across year levels from the following programs: Bachelor of Secondary Education and Bachelor of Elementary Education. The data underwent thematic analysis to identify initial factors, which were then developed into a questionnaire. The questionnaire was validated through face and content validation by a panel of experts. Data were analyzed using SPSS. Findings: The analysis revealed nine factors influencing academic integrity: learning environment, ethical concerns, cheating, academic anxiety, educational impact, mental health, external pressures, technology challenges, and motivation. These factors highlight the multifaceted nature of academic integrity in online learning. This research informs interventions and policies to promote integrity and student success, advocating for continued exploration in this evolving field. Novelty: This study used Exploratory Factor Analysis (EFA) to create a research-based framework of students’ perceptions of academic integrity in the digital classroom. By presenting a framework, future studies can build upon this model to further explore and refine our understanding of academic integrity dynamics in the digital age. Ultimately, the culmination of these efforts aims to foster a culture of honesty, trust, and intellectual integrity within the academic community. Keywords: Academic integrity, Digital classroom, Exploratory Factor Analysis (EFA), Students' perception, Cross­sectional survey

Revolution, evolution, or regression – the transformation of assessments through times of pandemic and AI

In this paper we will discuss the tensions between, revolution, evolution and regression that are shaping assessment practice in higher education. The two major influences on shaping assessment in higher education in recent years have been: (1) the pandemic that pressurised universities to embrace online practice, sometimes temporarily. When the post pandemic pushback restored ‘tried and tested’ face to face practices in exam centres and traditional assessment spaces (e.g. labs), it revealed the potential for adopting online tools and practices and the value of enhancing digital competences for staff and students; and (2) Artificial Intelligence (AI) as a disruptor, which since the autumn of 2022 continues to influence approaches and attitudes to assessment. Institutional concerns for impact on reputation and the focus on integrity and student conduct is shaping the assessment landscape as are the technological and pedagogical opportunities and risks presented by proctoring software and generative AI. We claim that elements of revolution, evolution and regression can be traced in the developing landscape of assessment redesign and technology mediated assessment. The paper will synthesise the outcomes of two projects, at the Centre for Online and Distance Education, University of London: (a) the longitudinal evaluation of assessment practises between 2020 and 2023 and (b) a project that looked at perceptions of academic integrity in the current climate of AI threats and opportunities.

UNDERGRADUATE STUDENTS’ PERCEPTIONS OF ACADEMIC INTEGRITY IN EFL CLASSROOMS: A COMPREHENSIVE LITERATURE REVIEW

With increasing plagiarism rates and AI's emergence, adherence to academic integrity has become of utmost importance in any educational institution. However, it is becoming more challenging for instructors to maintain it, although active steps are being taken to combat the problem of academic dishonesty. Since the frequency of violations is growing, it is essential to investigate the students’ perceptions of academic integrity's role in their education. Therefore, this literature review article aims to identify what factors influence adherence to academic integrity, the main types of its violations, and the reasons leading to academic misconduct. Thus, the findings will deepen instructors’ understanding of the students’ perspectives in detail to appropriately address any arising challenges.

The Impact of Academic Integrity on the Intention to Use ChatGPT in the Studies of Students in Hanoi, Vietnam

This study investigates the influence of academic integrity on students' intention to use ChatGPT in learning in Hanoi, Vietnam. Factors that impact Academic Integrity include self-esteem, self-control, and pressure. ChatGPT, an AI-powered language model, offers opportunities to support learning but also raises concerns about plagiarism and ethical usage. Through a quantitative survey method, data was collected from students to analyze their perceptions of academic integrity and readiness to apply ChatGPT for educational purposes. The findings aim to provide insight into the complex interactions between technological advances, academic ethics and student behavior, offering implications for educational policies and practices.

Punished but not prepared: An exploration of novice writers' experiences of plagiarism at university

This paper reports on the results of a study of first- and second-year Canadian undergraduate students’ perceptions of academic integrity and plagiarism. Using a sequential explanatory research design, the first phase involved a Likert-type survey that gauged students’ perceptions (n = 350) of academic integrity and plagiarism, whereas in phase two, students (n = 3) were interviewed to further explore their perceptions. The findings indicate that students often categorize acts as either plagiaristic or non-plagiaristic despite their inability to clearly explain how they made their determinations. Furthermore, the participants in the study experienced the university as being predisposed to punitive action rather than to supportive action. These experiences are significant because the students were only beginning to understand the nuances of academic integrity. Overall, the findings indicate that novice university writers would benefit from formative pedagogical processes to guide them to producing effective academic writing in a university context. Responding with punitive measures to ambiguous situations appears to slow down the internalization of academic integrity principles.

PRE-SERVICE SPORT SPECIALISTS’ PERCEPTIONS OF ACADEMIC INTEGRITY

Academic integrity is fundamental value of pre-service sport specialists’ professional competence developing, which promote public confidence in coaching and teaching as a process for professional and personal development. There is an ethical dissonance that the distribution of all dishonesty types was significantly higher than the perception of their legitimacy and that students conduct academic dishonesty despite its perception as unethical (Blau & Eshet-Alkalai, 2017). The research aim is to reveal the pre-service sport specialists’ perceptions of academic integrity and to find out the ways for promotion of academic integrity. The methods: a theoretical analysis of scientific literature, an interpretative phenomenological semi-structured interview, open and axial coding. The research sample 135 pre-service sport specialist, voluntary participants, 47% – female, 53% – male. The main research results: academic integrity perception is important for the development of pre-service sport specialists’ professional competence. Pre-service sport specialists' main opinion about benefit of being academically dishonest is time saving and personal gain. The main causes of academic dishonesty are laziness, lack of knowledge and competence, searching for an easy way.

“OMG It’s not a big deal:” Generation Z’s perceptions of academic integrity and cheating in the 21st century: A phenomenological study

The purpose of this study was to determine Generation Z’s perceptions of cheating in relation to academic integrity, more specifically plagiarism. Utilizing a phenomenological design the researcher identified three key themes, which included social media assistance, helping not cheating, and Google as a learning tool. From these findings, it can be inferred that with the advent of social media and the accessibility of technology, our newest generation enrolled in middle and high school have a relaxed attitude toward academic integrity. The issues that arise from this study provide teachers, administrators and parents reason to pause and question the appropriate use of technology in our connected 21st Century classrooms.

Academic Integrity from China to the United States: The Acculturation Process for Chinese Graduate Students in the United States

The ethics-related beliefs of Chinese international graduate students are heavily influenced by their academic cultural background, and given the nature of that culture, they often face challenges when adapting to the U.S. academic environment. This qualitative study examines Chinese graduate students’ perceptions of the differences between Chinese and American academic integrity practices and the effects of those differences on their ethical practices and adaptations in a graduate program in the United States. Data were collected via semistructured interviews in a public university in the United States. Findings suggest that perceptions of academic integrity in Chinese universities are influenced by Confucian philosophy, collectivist assumptions, and a resultant convenience mind-set. These cultural premises clash with academic expectations in the United States. Participants describe how they, and their Chinese peers, navigate U.S. integrity standards and provide recommendations for ways that U.S. schools can help them better adjust. We expand on those and provide recommendations for university personnel.

“Taking Something That Is Not Your Right”: Egyptian Students’ Perceptions of Academic Integrity

AbstractThis study explores the perceptions of Egyptian undergraduate students at The American University in Cairo, an American-style private university in Egypt, as related to academic integrity. The research questions were developed in order to discover how these students perceive the scholarly environment in which they learn, if they engage in dishonest behaviors, and if so, why. The qualitative results of this mixed-method study were collected via online survey and photovoice interviews, an ethnographic method in which participants take photographs in response to prompts provided by the investigator. In the survey, students were asked to define academic integrity and explain how they learned about the concept, and also respond to statements about the scholarly environment on campus. The photovoice participants took photographs in response to the following prompts, and others related to their research processes: something that shows how you feel about plagiarism, something that shows how you feel about cheating, something that shows how you learned about academic integrity. The results include the responses to 114 completed surveys, supported by the photographs and content of the eight photovoice interviews. The qualitative data was coded line by line, and larger themes were identified. Students indicate that their colleagues engage in academically dishonest behavior regularly, and pointed to poor time management, pressure for high grades, and helping friends as reasons for this. The paper argues that academic librarians are in a unique position to promote academic integrity on campus, and provides some suggestions for advocacy.

Students’ Use of Technology in Learning Course Material

This paper presents the results of a four-year study examining business students’ perceptions of academic integrity and the role of technology in e-learning. This study is an extension of previous research on academic integrity in the online environment (Cole, Shelley & Swartz, 2013; Cole & Swartz, 2013; Shelley, Cole & Swartz, 2010). Of the 553 students who participated in the study, more than a third did not believe that academic integrity applied equally online and in the classroom. Independent-samples t-tests showed statistically significant differences based on gender, but not by age group or level of study. There were 200 responses to what made the two learning environments different. Students pointed to the “real world” where accessing all available resources to solve a problem was the norm, suggesting that instructors should recognize that and adapt their expectations of what is and is not acceptable behavior in the courses they teach.

Editorial 8(1)

Editorial 8(1)

Students' and faculty's perception of academic integrity in Hong Kong

PurposeThe purpose of this paper is to compare students' and faculty members' perceptions of academic integrity; their understanding of experiences pertaining to different aspects of academic misconduct (e.g. plagiarism); and to examine the underlying reasons behind academic integrity violations in a Hong Kong context.Design/methodology/approachA mixed methods approach comprising quantitative and qualitative methodologies was used. First, a quantitative survey was conducted with students and faculty. Results from the survey were used to generate interview questions for an interview‐based qualitative study, which consisted of individual interviews for faculty members and focus group interview for students.FindingsResults from both the survey and interviews showed that faculty members and students do not share a consensus on the definition of the seriousness of plagiarism and collusion. Students, in general, commit misconduct due to academic work, pressure for grades, and teachers' unclear instructions of academic integrity. Faculty members rarely report cases of misconduct to the university and handle the cases according to their own standard.Originality/valueThe topic of academic integrity has received increased attention in the past decade from college and university teachers and administrators around the world. Plagiarism is amongst the most widely studied acts of dishonesty in the area of academic behavior in universities world‐wide. Not many studies have investigated other acts of academic dishonesty and teachers' perception of academic integrity, especially in the Chinese context. The findings from this study provide useful insights for educators to implement academic honesty education programs, especially within the Chinese context, and especially in Hong Kong. The results also provide the foundations in developing an online academic integrity tutorial for the sampled institution.

Faculty and Student Perceptions of Academic Integrity at U.S. and Canadian Dental Schools

The issues of cheating and plagiarism in educational settings have received a large amount of attention in recent years. The purpose of this study was to assess the degree to which academic integrity issues currently exist in the dental schools throughout the United States and Canada. An online survey was developed to gather data pertaining to this topic from two key groups in dental education: faculty and students. Responses were obtained from 1,153 students and 423 faculty members. The results of the survey clearly reveal that cheating is a significant problem in dental schools and that significant differences exist between students' and faculty members' perceptions of academic integrity. The challenge for dental schools is to identify effective strategies to prevent cheating opportunities and to implement and enforce effective means of dealing with specific examples of cheating.