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首页> 外文OA文献 >Faculty and Student Perceptions of Academic Cheating and the Influence of Achievement Motivation with Online and Face-to-Face Learning Environments
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Faculty and Student Perceptions of Academic Cheating and the Influence of Achievement Motivation with Online and Face-to-Face Learning Environments

机译：学术作弊的教师和学生认知以及在线和面对面学习环境对成就动机的影响

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摘要

There are many components contributing to academically dishonest behaviors and with improvements in technology, methods for cheating have expanded to web-based classrooms. This study focuses on academically dishonest behaviors in online and face-to-face (F2F) course formats in an attempt to better understand the impact of cheating in these two learning environments. Additional factors in this study include the relationship between student and faculty achievement orientation and classroom context through the use of vignettes. Participants were students and faculty from a large Southwestern University and faculty members from a local smaller college in the same area. Respondents completed inventories using a web-based survey site from which data were downloaded and analyses completed. A multi-method approach was used to gain awareness of participant perceptions both quantitatively and qualitatively. Based on this research and consistent with previous research, students and faculty identified cheating behaviors as academically dishonest in online and F2F learning environments and faculty anticipated cheating behaviors more than students. Moreover, findings indicated that when cheating occurs, students are collaborating on assessments, particularly when those requirements are completed outside of a traditional classroom. With current trends in technology, such as, Google Glass, faculty should be vigilant and forthcoming about their academic integrity expectations. In a proactive response to cheating, faculty can integrate mastery-oriented strategies by generating individualized learning experiences for students in both online and F2F learning environments.
机译：有许多因素导致学术上不诚实的行为，并且随着技术的改进，作弊方法已扩展到基于Web的教室。这项研究的重点是在线和面对面（F2F）课程格式中的学术不诚实行为，以试图更好地理解作弊在这两种学习环境中的影响。本研究中的其他因素包括通过使用小插曲来实现学生与教师成就取向与课堂环境之间的关系。参加人员是来自西南大学的西南大学的学生和教职员工，以及来自同一地区的一所当地较小学院的教职员工。受访者使用基于Web的调查站点完成了清单，从该站点下载了数据并完成了分析。使用了一种多方法的方法来定量和定性地了解参与者的看法。根据这项研究并与之前的研究一致，学生和教职员工将作弊行为确定为在线和F2F学习环境中的学术不诚实行为，并且教师对学生的作弊行为的预期高于学生。此外，研究结果表明，当发生作弊行为时，学生正在合作进行评估，尤其是当这些要求在传统教室之外完成时。随着Google Glass等最新技术的发展，教职员工应保持警惕并提出对他们的学术诚信期望。为了积极应对作弊行为，教师可以通过为在线和F2F学习环境中的学生生成个性化的学习体验，来整合以掌握为导向的策略。

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    Royer Sherée Christine;

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  • 年度 2013
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  • 原文格式 PDF
  • 正文语种 English
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  • 入库时间 2022-08-20 21:05:37

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