MODULE 201 ACADEMIC DISHONESTY 1

https://search.ebscohost.com/login.aspx?
direct=true&AuthType=sso&db=eric&AN=EJ1271784&site=ehost-live&custid=s8462687

Research Question and Method

Academic integrity is tested daily in the classroom as cheating, plagiarism, and academic

fraud are more accessible due to the increase of information and communication technologies

(ICT). This research journal explores the motives behind academic dishonesty and investigates

how to lead technology users down the right path by raising awareness to encourage integrity

when it comes to the use of technology in classrooms.

Rabahi used four university classes to collect quantitative and qualitative data through a

questionnaire from students, as well as interviewed fifteen teachers. The questionnaire included

questions about the importance of ICT in education, how students use and depend on ICT, and if

they consider copying without referencing as misconduct or unethical. The teacher survey

investigated how they introduce the academic integrity subject in their classes and their opinions

on whether or not their students are aware of academic dishonesty.

Results Synopsis

The surveys and interviews revealed that the students actually have a positive outlook

toward plagiarism and cheating with ICT, so motivations are driven due to positivity of

succeeding in class even though they may be weak in the subject, but dishonesty can help them.

Findings also revealed that teachers and students are open to using ICT as a way to measure

academic integrity and eliminate dishonesty, but nothing had been done thus far to take those

steps. A lack, or total absence, of administrative support is also noted in the results, and it may

have an effect on the successfulness of bring academic integrity to light.

MODULE 201 ACADEMIC DISHONESTY 2

Relation to Current Instruction

After teaching online during the pandemic, and using technology in my health classes, I

see how easy it is for students to plagiarize and cheat when it comes to ICT. Concluding from the

findings, learners tend to be more liking to be academically dishonest if they are weak in the

subject, because they know that they have a better chance of succeeding if they “cheat.” Positive

feedback and reinforcement will be crucial throughout the class to ensure that students stay

engaged and are confident enough in the content to eliminate the thought of lacking academic

integrity. If the precedent for positive awareness of ICT being used in honest ways is set early

on, and supported by administration to add to the importance factor, then learners may be less

likely to used it in dishonest ways.

MODULE 201 ACADEMIC DISHONESTY 3

References

Rabahi, H. (2019). The use of information and communication technology in academic research:

Is it possible to realize academic integrity? Arab World English Journal, 10(4), 88–100.

Retrieved from: https://files.eric.ed.gov/fulltext/EJ1271784.pdf