Professors Call it Cheating, Students Call it Teamwork Evolving Norms of Academic Integrity in the Transformative Era of Online Education
Article Sidebar
Main Article Content
Abstract
Implementation of online education pedagogy and practice has expanded rapidly at colleges and universities in recent years, most notably in response to COVID-19. This innovative teaching/learning modality provides benefits to both faculty and students through dynamic teaching/learning content, immense flexibility, and technological investments to support teaching and learning. Academic dishonesty in higher education is a persistent concern emphasized and extensively explored in traditional face-to-face courses, less so in online learning environments. The present work, drawing on a large sample of students and faculty (n=1,640) at a Midwestern university, employs an esurvey and both qualitative and quantitative responses on cheating behavior in the emergent area of online courses/online education. Results expose significant faculty and student disagreement and uncertainty about cheating behaviors in the online environment. Academic integrity is essential to fair and equitable high-quality higher education. The stakes are high to better understand the transformative shifts in academic dishonesty occurring in the online educational environment.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.