The document summarizes a study on community college instructors' perceptions of technology-assisted academic dishonesty. It includes the problem statement, research questions, assumptions, limitations, and definitions used in the study. The literature review discusses theories, prior research on student and faculty attitudes, honor codes, plagiarism, and the impact of technology and millennials. The methodology section outlines the mixed methods research design, including an online survey of 67 instructors and interviews of 6 participants. The findings section provides quantitative results on instructors' experiences with dishonesty and qualitative interview summaries.
This document summarizes a study assessing the impact of mathematics technology integration on student achievement. It describes the problem of lack of technology training for teachers. The purpose of the study was to examine student academic outcomes when receiving extra technological intervention over 6 weeks. Results showed that students receiving extra intervention produced higher test scores than those who did not. Technology integration benefited all achievement levels. However, the study was limited by a small, non-diverse sample size and short duration. More research is needed with larger, varied samples.
The Growing Community of College OER Projects May 2015Una Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free open webinar on the growing community of College OER projects. We will be featuring college OER projects from the Minnesota State Colleges and Universities (MnSCU), College of the Canyons in California, as well as updates from the Maricopa College District in Arizona and the growing OER movement at Oregon community colleges.
Our speakers will share strategies to support faculty awareness and adoption of open textbooks and open educational resources. We will also have faculty sharing how open textbook adoption affects course design and departmental policies as well as feedback from their students on the use of free and open textbooks.
Date: Wednesday, May 13
Time: 10 am PST; 1:00 pm EST
Featured speakers:
• Katie Coleman and Thea Alvarado, Sociology faculty and open textbook editors, College of the Canyons, California
• Todd Digby, System Director of Academic Technology, MnSCU, Minnesota
• Paul Golisch, CIO & Dean of Information Technology Paradise Valley College, Arizona and Maricopa College District OER Committee co-chair.
Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
The document discusses challenges in higher education and emerging technologies. It notes that while the use of technologies is increasing, they are seldom used to facilitate transformative teaching and learning. Examples of innovative practices mentioned include MOOCs, learning analytics, badges for accrediting learning, and seamless learning across formal and informal settings. However, the potential of technologies remains mostly unfulfilled due to issues like a lack of engagement from institutions and policy makers.
The document summarizes research on the use of technology in the classroom and its impact on student learning. It discusses studies that have been conducted at various education levels, from elementary school through post-secondary education. While some studies found that technology improved student achievement, others found no significant impact or that proper teacher training is needed to effectively use technology. Overall, the research suggests that technology can aid student learning if implemented correctly with teacher training, but on its own may not enhance learning outcomes.
Factors & Strategies that impact online CC student persistence,Alexandra M. Pickett
SLN Campus Research Engagement Program http://wiki.sln.suny.edu/display/SLNED/Current+Research+Projects
Study of Online Student Persistence in SUNY
Research proposal problem statement:
SUNY's DOODLE group has conducted a multi-year study of student persistence, attrition, and success with online courses. Overall, the rates of attrition are similar among the DOODLE institutions as are success rates which is interesting in itself given the institutions are often quite different in size, number of courses offered online, and in demographic make-up. SUNY and its DE faculty often consider the attrition rate outcomes to be high, and indeed, compared to research such as the National Community College Benchmark study, SUNY's rates are high - typically 5% or greater in similar categories of measurement (higher attrition = not a favorable outcome). In other words, SUNY looks normative compared 'to itself' and appears as an underperformer when compared to aggregate institutions participating in the NCCB study. (DOODLE has less than 20 institutions participating in its persistence study; NCCB has over 200.) While the reasons for such a gap may be simple, such as survey criteria being different, explaining the phenomenon is important as SUNY faculty look at 'national' outcomes and deduce (perhaps quite incorrectly) that SUNY (and their own SUNY college) are doing a bad job of both attracting and keeping students in online courses toward successful outcomes.
* The affected population are SUNY students enrolled in online and blended courses.
* The target 'population' are SUNY colleges and university centers who are members of Directors of Online and Distance Learning (DOODLE) and also any SUNY institutions that become members of DOODLE. (All offer fully online and/or blended modalities of mediated teaching and learning at course and/or program levels to enrolled students, typically using a commercial or open-source CMS/LMS platform)
Current trends in educational technology research∂σяσтнy נσнη
This document summarizes current research trends in educational technology. It reviews research on learning environments from the perspectives of instructional design, message design, simulation, and constructivism. Key areas of research include learning in technology-supported environments, virtual environments, social aspects of learning, and distributed cognition in learning communities. The document concludes that while educational technology research has provided insights, more work is still needed to translate findings into practical strategies and share information to support complex learning interactions.
This document contains two literature reviews related to the usage of technology in higher education. The first review examines a study on the adoption of educational technology ten years after strategic goals were set at a Canadian university. It found that while technology has potential to improve teaching, numerous barriers exist. The second review looks at a study on mega-universities and knowledge media strategies. It found that mega-universities are using technology to change systems and support students, representing a third generation of distance education beyond correspondence and multimedia. Both reviews discuss variables, research questions, methods, findings, and perceptions of limitations and strengths.
This document summarizes a study assessing the impact of mathematics technology integration on student achievement. It describes the problem of lack of technology training for teachers. The purpose of the study was to examine student academic outcomes when receiving extra technological intervention over 6 weeks. Results showed that students receiving extra intervention produced higher test scores than those who did not. Technology integration benefited all achievement levels. However, the study was limited by a small, non-diverse sample size and short duration. More research is needed with larger, varied samples.
The Growing Community of College OER Projects May 2015Una Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free open webinar on the growing community of College OER projects. We will be featuring college OER projects from the Minnesota State Colleges and Universities (MnSCU), College of the Canyons in California, as well as updates from the Maricopa College District in Arizona and the growing OER movement at Oregon community colleges.
Our speakers will share strategies to support faculty awareness and adoption of open textbooks and open educational resources. We will also have faculty sharing how open textbook adoption affects course design and departmental policies as well as feedback from their students on the use of free and open textbooks.
Date: Wednesday, May 13
Time: 10 am PST; 1:00 pm EST
Featured speakers:
• Katie Coleman and Thea Alvarado, Sociology faculty and open textbook editors, College of the Canyons, California
• Todd Digby, System Director of Academic Technology, MnSCU, Minnesota
• Paul Golisch, CIO & Dean of Information Technology Paradise Valley College, Arizona and Maricopa College District OER Committee co-chair.
Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
The document discusses challenges in higher education and emerging technologies. It notes that while the use of technologies is increasing, they are seldom used to facilitate transformative teaching and learning. Examples of innovative practices mentioned include MOOCs, learning analytics, badges for accrediting learning, and seamless learning across formal and informal settings. However, the potential of technologies remains mostly unfulfilled due to issues like a lack of engagement from institutions and policy makers.
The document summarizes research on the use of technology in the classroom and its impact on student learning. It discusses studies that have been conducted at various education levels, from elementary school through post-secondary education. While some studies found that technology improved student achievement, others found no significant impact or that proper teacher training is needed to effectively use technology. Overall, the research suggests that technology can aid student learning if implemented correctly with teacher training, but on its own may not enhance learning outcomes.
Factors & Strategies that impact online CC student persistence,Alexandra M. Pickett
SLN Campus Research Engagement Program http://wiki.sln.suny.edu/display/SLNED/Current+Research+Projects
Study of Online Student Persistence in SUNY
Research proposal problem statement:
SUNY's DOODLE group has conducted a multi-year study of student persistence, attrition, and success with online courses. Overall, the rates of attrition are similar among the DOODLE institutions as are success rates which is interesting in itself given the institutions are often quite different in size, number of courses offered online, and in demographic make-up. SUNY and its DE faculty often consider the attrition rate outcomes to be high, and indeed, compared to research such as the National Community College Benchmark study, SUNY's rates are high - typically 5% or greater in similar categories of measurement (higher attrition = not a favorable outcome). In other words, SUNY looks normative compared 'to itself' and appears as an underperformer when compared to aggregate institutions participating in the NCCB study. (DOODLE has less than 20 institutions participating in its persistence study; NCCB has over 200.) While the reasons for such a gap may be simple, such as survey criteria being different, explaining the phenomenon is important as SUNY faculty look at 'national' outcomes and deduce (perhaps quite incorrectly) that SUNY (and their own SUNY college) are doing a bad job of both attracting and keeping students in online courses toward successful outcomes.
* The affected population are SUNY students enrolled in online and blended courses.
* The target 'population' are SUNY colleges and university centers who are members of Directors of Online and Distance Learning (DOODLE) and also any SUNY institutions that become members of DOODLE. (All offer fully online and/or blended modalities of mediated teaching and learning at course and/or program levels to enrolled students, typically using a commercial or open-source CMS/LMS platform)
Current trends in educational technology research∂σяσтнy נσнη
This document summarizes current research trends in educational technology. It reviews research on learning environments from the perspectives of instructional design, message design, simulation, and constructivism. Key areas of research include learning in technology-supported environments, virtual environments, social aspects of learning, and distributed cognition in learning communities. The document concludes that while educational technology research has provided insights, more work is still needed to translate findings into practical strategies and share information to support complex learning interactions.
This document contains two literature reviews related to the usage of technology in higher education. The first review examines a study on the adoption of educational technology ten years after strategic goals were set at a Canadian university. It found that while technology has potential to improve teaching, numerous barriers exist. The second review looks at a study on mega-universities and knowledge media strategies. It found that mega-universities are using technology to change systems and support students, representing a third generation of distance education beyond correspondence and multimedia. Both reviews discuss variables, research questions, methods, findings, and perceptions of limitations and strengths.
The document summarizes several studies that examined the impact of educational technology on student achievement. It finds that students who used computer-assisted instruction, integrated learning systems, simulations, or collaborative technologies performed better on tests compared to students without access to such technologies. However, technologies were less effective or ineffective when the learning objectives were unclear or when the focus was not on education. The document concludes that technology is most effective for student learning when it is designed to support clear educational goals.
When discussion technology to reach the unreach, the focus shall be supporting the learners. What happens now, happens in the shift to a new paradigm of Lifelong Learning. While India as a young has great opportunities, one have to think on the changes taking place within the perspective of the huge innovations and technological changes that (will) take place.
The discussion on the trends observed, gives input to the message suggested to be:
Learners first. Learners are the future. They are here. Now. For a quality learning experience. Quality as priority 1.
Lead digital transformation. Lead transformation of education for SDG 4: Ensure inclusive and quality education for all and promote lifelong learning.
Go Open, Innovative and Collaborative.
This study compared outcomes for identical courses offered in two delivery modes: online/asynchronous and face-to-face/synchronous. The study measured gain scores from pre-tests to post-tests, grades as percentages, and student satisfaction. Students answered questions to determine if they had the prerequisites to succeed in the online course. While most previous research found little difference in student performance between online and face-to-face courses, this study was designed to provide a more objective comparison as it was not conducted by the instructors themselves.
The Usage of PollEverywhere by Howard University Faculty Who Took PollEverywh...Dr. Aitza Haddad Nuñez
This study presumes that HBCUs would be specially affected by the integration of technology into the college classroom as a strategy to enhance the active teaching/learning process. In this sense, this study aims to collect preliminary data on the usage of PollEverywhere by faculty members at Howard University, a well-known HBCU, that can be used as a basis for further explorations.
Keynote presentation by Professor Kathryn Moyle for the International Conference on Teacher Training and Education held in Solo, Indonesia on 5-6 November 2015. This presentation outlines the current global context for higher education in 2015, as a basis for examining the key trends in teacher education in the first decades of the 21st century. The purpose of this paper is to outline the current global contexts for higher education, and to provide an overview of the policies found in teacher education in those countries that consistently produce students who perform highly on international standardized tests such as PISA, TIMSS and PIRLS.
Getting your masters doctorate in your p jscdcummings
The document summarizes information about online graduate programs in education offered by Lamar University. It discusses the growth of online learning nationally and presents statistics on the increasing numbers of students taking online courses. It then provides details on Lamar University's online Master's and Doctorate programs in Education, their concentrations, and course requirements. Testimonials from graduates of the programs are included, followed by instructions for applying and contact information.
Student's choice of FPT University - International University - Hoa Sen Unive...Duoc NT
This thesis examines factors influencing students' choice of FPT University in Ho Chi Minh City, Vietnam. A survey of 220 students at FPT University and two other universities found that the most influential factors were employment opportunities after graduation, quality of educational facilities, using English as the language of instruction, qualifications of lecturers, and university reputation. While some differences existed among student groups, there were more similarities. The study recommends FPT University continue emphasizing these influential factors in their recruiting communications targeting prospective students and their parents through various media and campus visits.
Evaluation of College Preparatory Curriculum in Milwaukee’s Urban SchoolsGriffin Muckley
This document provides an evaluation of Hope's College Preparatory Curriculum in Milwaukee's urban schools. It begins by discussing the increasing importance of post-secondary education for all Americans. While more students are attending college, many are unprepared for the academic rigor, especially minority students.
The document then examines Hope High School, an urban private school that gets 100% of its students into college but struggles with retention and graduation rates. It analyzes four key aspects of Hope's college preparatory curriculum: content taught, counseling provided, parent involvement, and extracurricular activities. When compared to research and other urban schools, Hope's curriculum is found to be lacking in some areas, such as offering authentic college coursework and developing
Feedback in online learning environmentsDavid Carless
This document discusses feedback in online learning environments. It provides guidelines for effective online feedback, including ensuring pedagogy drives technology use, active student involvement, and social presence. Specific practices are described, such as audio/video peer feedback, online quizzes with automated feedback, collaborative writing, and teacher video feedback. The importance of developing student feedback literacy is emphasized, so students can better understand, appreciate, and act on feedback. Overall recommendations are to focus on pedagogy over technology, involve students actively, foster social presence and care, and support the development of feedback literacy.
C:\Fakepath\Technology And Learning Kinast & Swan Smith [B]Barbara Kinast
This document outlines research on the effectiveness of technology in K-12 education. It discusses research that supports technology's positive impact on student engagement, participation, understanding, and performance in subjects like language arts, math, social studies, and science. However, it also presents contradictory research showing that increased access and use of technology has not reliably led to improved student achievement and that traditional teaching methods may be as or more effective for certain topics. The document aims to provide context for administrators to determine technology's appropriate role in education.
Sabbatical (Te Kura/The Corrrespondence School) - Examining Research into Pri...Michael Barbour
Barbour, M. K. (2011, May). Examining research into primary and secondary e-learning. An invited presentation to Te Aho o Te Kura Pounamu – The Correspondence School, Wellington, New Zealand.
Sabbatical (University of Otago) - Primary and Secondary E-Learning - What We...Michael Barbour
Barbour, M. K. (2011, May). Primary and secondary e-learning - What we know and where we should go. An invited presentation to the College of Education at University of Otago, Dunedin, New Zealand.
Issues of using ICTs in higher educationPaul Oliver
Presentation slides for "issues of using information communication technologies in higher education" presented by Paul Oliver and Emma Clayes (Perth College UHI) at the European Conference of Social Media (ECSM 2014).
Job Talk: Research (2013): Sacred Heart UniversityMichael Barbour
This document summarizes research on K-12 online learning. It finds that while the number of students in online programs is growing rapidly, the available research is limited. Studies that compare online and face-to-face student performance have found mixed results, and the online students studied tend to be more motivated and academically prepared. More recent research indicates full-time online students, including those from underserved populations, may perform worse and have higher dropout rates. The author advocates for more research on how to better support all types of K-12 online learners.
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
Four educational trends for the new decadeAdrianGearld
Recently, there has been a lot of developments in the educational sector. Educators, school managements and government has become more active and invested in the educational world to improve the workforce and entrepreneurs of tomorrow. However, experts predict that in the coming year of 2020 which is also the beginning of the new decade, more educational trends are coming in. These trends are going to change the educational system for good.
Building bridge across cultures -portland.2achow2677
The document discusses challenges of advising Chinese international students due to differences between the Chinese and U.S. higher education systems. It summarizes key aspects of the Chinese system including the competitive Gao Kao exam determining college entrance and major, use of cohorts and mentors, philosophy of retention, and impact on student expectations. The presenter conducted research in China including interviews on these topics. The document provides suggestions for advisors to better understand Chinese students' backgrounds and challenges in adjusting to the U.S. system through cultural awareness, clear explanations, and connecting students to resources.
STEM Students Abroad: Understanding their Motivations and ExperiencesCIEE
This session will focus on science, technology, engineering, and mathematics (STEM) students' motivations for studying abroad and the value of their experiences. With STEM fields underrepresented in study abroad, we hope to share student stories that encourage future STEM students to take the leap. Survey data from STEM student feedback will highlight: why STEM students study abroad, types of experiences, skills gained abroad for future careers or academic pursuits, perceived barriers to studying abroad, and ways to meet those challenges. Part of the session will focus on learning more about academic advisor perspectives on STEM students studying abroad, including benefits and challenges.
Online courses require reliable equipment and internet access. Students must have regular access to a computer, printer, and word processing software to complete coursework. They must also use a reliable internet connection to avoid being locked out of tests or unable to submit assignments on time. Additionally, it is important for students to understand how online courses work by previewing a sample course and completing an orientation on the course platform before the class starts.
Presentation by Dr. G. William Hill (Kennesaw State University) at Xavier University of Louisiana, January, 2011. Sponsored by the Center for the Advancement of Teaching. More info: http://cat.xula.edu/integrity/
The document summarizes several studies that examined the impact of educational technology on student achievement. It finds that students who used computer-assisted instruction, integrated learning systems, simulations, or collaborative technologies performed better on tests compared to students without access to such technologies. However, technologies were less effective or ineffective when the learning objectives were unclear or when the focus was not on education. The document concludes that technology is most effective for student learning when it is designed to support clear educational goals.
When discussion technology to reach the unreach, the focus shall be supporting the learners. What happens now, happens in the shift to a new paradigm of Lifelong Learning. While India as a young has great opportunities, one have to think on the changes taking place within the perspective of the huge innovations and technological changes that (will) take place.
The discussion on the trends observed, gives input to the message suggested to be:
Learners first. Learners are the future. They are here. Now. For a quality learning experience. Quality as priority 1.
Lead digital transformation. Lead transformation of education for SDG 4: Ensure inclusive and quality education for all and promote lifelong learning.
Go Open, Innovative and Collaborative.
This study compared outcomes for identical courses offered in two delivery modes: online/asynchronous and face-to-face/synchronous. The study measured gain scores from pre-tests to post-tests, grades as percentages, and student satisfaction. Students answered questions to determine if they had the prerequisites to succeed in the online course. While most previous research found little difference in student performance between online and face-to-face courses, this study was designed to provide a more objective comparison as it was not conducted by the instructors themselves.
The Usage of PollEverywhere by Howard University Faculty Who Took PollEverywh...Dr. Aitza Haddad Nuñez
This study presumes that HBCUs would be specially affected by the integration of technology into the college classroom as a strategy to enhance the active teaching/learning process. In this sense, this study aims to collect preliminary data on the usage of PollEverywhere by faculty members at Howard University, a well-known HBCU, that can be used as a basis for further explorations.
Keynote presentation by Professor Kathryn Moyle for the International Conference on Teacher Training and Education held in Solo, Indonesia on 5-6 November 2015. This presentation outlines the current global context for higher education in 2015, as a basis for examining the key trends in teacher education in the first decades of the 21st century. The purpose of this paper is to outline the current global contexts for higher education, and to provide an overview of the policies found in teacher education in those countries that consistently produce students who perform highly on international standardized tests such as PISA, TIMSS and PIRLS.
Getting your masters doctorate in your p jscdcummings
The document summarizes information about online graduate programs in education offered by Lamar University. It discusses the growth of online learning nationally and presents statistics on the increasing numbers of students taking online courses. It then provides details on Lamar University's online Master's and Doctorate programs in Education, their concentrations, and course requirements. Testimonials from graduates of the programs are included, followed by instructions for applying and contact information.
Student's choice of FPT University - International University - Hoa Sen Unive...Duoc NT
This thesis examines factors influencing students' choice of FPT University in Ho Chi Minh City, Vietnam. A survey of 220 students at FPT University and two other universities found that the most influential factors were employment opportunities after graduation, quality of educational facilities, using English as the language of instruction, qualifications of lecturers, and university reputation. While some differences existed among student groups, there were more similarities. The study recommends FPT University continue emphasizing these influential factors in their recruiting communications targeting prospective students and their parents through various media and campus visits.
Evaluation of College Preparatory Curriculum in Milwaukee’s Urban SchoolsGriffin Muckley
This document provides an evaluation of Hope's College Preparatory Curriculum in Milwaukee's urban schools. It begins by discussing the increasing importance of post-secondary education for all Americans. While more students are attending college, many are unprepared for the academic rigor, especially minority students.
The document then examines Hope High School, an urban private school that gets 100% of its students into college but struggles with retention and graduation rates. It analyzes four key aspects of Hope's college preparatory curriculum: content taught, counseling provided, parent involvement, and extracurricular activities. When compared to research and other urban schools, Hope's curriculum is found to be lacking in some areas, such as offering authentic college coursework and developing
Feedback in online learning environmentsDavid Carless
This document discusses feedback in online learning environments. It provides guidelines for effective online feedback, including ensuring pedagogy drives technology use, active student involvement, and social presence. Specific practices are described, such as audio/video peer feedback, online quizzes with automated feedback, collaborative writing, and teacher video feedback. The importance of developing student feedback literacy is emphasized, so students can better understand, appreciate, and act on feedback. Overall recommendations are to focus on pedagogy over technology, involve students actively, foster social presence and care, and support the development of feedback literacy.
C:\Fakepath\Technology And Learning Kinast & Swan Smith [B]Barbara Kinast
This document outlines research on the effectiveness of technology in K-12 education. It discusses research that supports technology's positive impact on student engagement, participation, understanding, and performance in subjects like language arts, math, social studies, and science. However, it also presents contradictory research showing that increased access and use of technology has not reliably led to improved student achievement and that traditional teaching methods may be as or more effective for certain topics. The document aims to provide context for administrators to determine technology's appropriate role in education.
Sabbatical (Te Kura/The Corrrespondence School) - Examining Research into Pri...Michael Barbour
Barbour, M. K. (2011, May). Examining research into primary and secondary e-learning. An invited presentation to Te Aho o Te Kura Pounamu – The Correspondence School, Wellington, New Zealand.
Sabbatical (University of Otago) - Primary and Secondary E-Learning - What We...Michael Barbour
Barbour, M. K. (2011, May). Primary and secondary e-learning - What we know and where we should go. An invited presentation to the College of Education at University of Otago, Dunedin, New Zealand.
Issues of using ICTs in higher educationPaul Oliver
Presentation slides for "issues of using information communication technologies in higher education" presented by Paul Oliver and Emma Clayes (Perth College UHI) at the European Conference of Social Media (ECSM 2014).
Job Talk: Research (2013): Sacred Heart UniversityMichael Barbour
This document summarizes research on K-12 online learning. It finds that while the number of students in online programs is growing rapidly, the available research is limited. Studies that compare online and face-to-face student performance have found mixed results, and the online students studied tend to be more motivated and academically prepared. More recent research indicates full-time online students, including those from underserved populations, may perform worse and have higher dropout rates. The author advocates for more research on how to better support all types of K-12 online learners.
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
Four educational trends for the new decadeAdrianGearld
Recently, there has been a lot of developments in the educational sector. Educators, school managements and government has become more active and invested in the educational world to improve the workforce and entrepreneurs of tomorrow. However, experts predict that in the coming year of 2020 which is also the beginning of the new decade, more educational trends are coming in. These trends are going to change the educational system for good.
Building bridge across cultures -portland.2achow2677
The document discusses challenges of advising Chinese international students due to differences between the Chinese and U.S. higher education systems. It summarizes key aspects of the Chinese system including the competitive Gao Kao exam determining college entrance and major, use of cohorts and mentors, philosophy of retention, and impact on student expectations. The presenter conducted research in China including interviews on these topics. The document provides suggestions for advisors to better understand Chinese students' backgrounds and challenges in adjusting to the U.S. system through cultural awareness, clear explanations, and connecting students to resources.
STEM Students Abroad: Understanding their Motivations and ExperiencesCIEE
This session will focus on science, technology, engineering, and mathematics (STEM) students' motivations for studying abroad and the value of their experiences. With STEM fields underrepresented in study abroad, we hope to share student stories that encourage future STEM students to take the leap. Survey data from STEM student feedback will highlight: why STEM students study abroad, types of experiences, skills gained abroad for future careers or academic pursuits, perceived barriers to studying abroad, and ways to meet those challenges. Part of the session will focus on learning more about academic advisor perspectives on STEM students studying abroad, including benefits and challenges.
Online courses require reliable equipment and internet access. Students must have regular access to a computer, printer, and word processing software to complete coursework. They must also use a reliable internet connection to avoid being locked out of tests or unable to submit assignments on time. Additionally, it is important for students to understand how online courses work by previewing a sample course and completing an orientation on the course platform before the class starts.
Presentation by Dr. G. William Hill (Kennesaw State University) at Xavier University of Louisiana, January, 2011. Sponsored by the Center for the Advancement of Teaching. More info: http://cat.xula.edu/integrity/
This document provides information about the SOC131 Society and Culture course taught by Professor Cindy Cruz-Cabrera. The course covers the development of social and cultural literacy and the influence of aspects of society and culture. Course objectives include developing knowledge about societies and cultures, surveying key concepts in sociology and anthropology, and applying ethical social research. The course content covers topics like culture, society, and social change. Students will be evaluated based on class participation, midterms, coursework, and a final exam. The class will involve discussions, lectures, presentations and film viewings. Students are expected to attend regularly and participate actively in discussions.
Academic dishonesty refers to any type of cheating in an academic setting. Some common reasons for academic dishonesty include competition among students to be the best, pressure from parents to get good grades, and the availability of advanced technologies that enable cheating. Corruption can also be passed down from parents to children. Academic dishonesty is a widespread problem at all levels of education according to various studies, with 20% of elementary students, 56% of middle schoolers, and 70% of high schoolers admitting to cheating. Some teachers have also been found to engage in dishonest practices like inflating student test results.
This document summarizes a research paper on the perception of third-year Bachelor of Secondary Education major in English students at Davao Oriental State College of Science and Technology regarding cheating. The study aimed to define cheating, identify reasons for cheating, determine if it is due to laziness or other factors, and explore how students cheat. A literature review discussed definitions of academic dishonesty and cheating, reasons for cheating like competitiveness and grades, and factors influencing cheating like demographics, peers, and classroom environment. The researchers conducted surveys and interviews to understand students' perceptions and behaviors around cheating.
Investing today in a brighter tomorrow via STEM education (por Antonio Moreira)Ignacio J. Idoyaga
This document discusses STEM education initiatives at the University of Maryland, Baltimore County (UMBC). It provides an overview of UMBC, highlighting its research culture and recognition for undergraduate teaching. It then describes several programs that aim to improve STEM education and support for students, including the Meyerhoff Scholars program, a STEM living-learning community, and summer bridge programs for transfer students. The document advocates for expanding these approaches to support more students and help achieve national goals for increasing the number of STEM graduates.
The document discusses several topics related to academic integrity and dishonesty. It begins by summarizing two sources that discuss the complex factors influencing decisions in various contexts like sports, work, healthcare, and education. It then outlines principles of academic integrity, definitions of cheating, reasons why students cheat, impacts of cheating, and strategies to promote academic honesty like having clear policies and honor codes. The document synthesizes perspectives from various studies and experts on developing a culture of integrity in educational institutions.
Legal, Ethical, and Social Issues in Educational Computingsappingtonkr
This document discusses various legal, social, and ethical issues related to technology use in education. It addresses topics like social networking, acceptable use policies, netiquette, cyberbullying, student data privacy, the digital divide, copyright, fair use, and Creative Commons. For each topic, it provides overview information and suggestions for what teachers can do to address the issues, such as developing social media contracts, enforcing acceptable use policies, modeling good digital citizenship, educating students on privacy and ethics, and ensuring equitable access to technology resources. The document concludes with a list of additional resources on these technology-related issues in education.
Mick Purcell, Principal at the Edubridge International School, Mumbai, delivered this breakaway session, entitled, Academic Honesty in the Digital Age, during our Leadership Conference, 2014.
Academic honesty in the digital age sept 2014Mick Purcell
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The document discusses research on meeting the needs of digital learners through learner support patterns and strategies. A study was conducted of students at two distance universities to determine their academic and technological support needs when using multiple devices for learning. The results showed that students most commonly use smartphones and laptops and access an average of three devices. However, most education does not currently take into account students' use of different devices. The document recommends universities rethink their teaching and support to better address students' diverse technology use.
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2. Tammie S. Lang, EdD(c)
to
College of Saint Mary
in partial fulfillment of the requirement
for the degree of
DOCTOR OF EDUCATION
With an emphasis in
Educational Leadership
2
3. Chapter I
• Problem Statement
• Choice to enroll in college for opportunities
• Importance of achieving a college degree
• Pressure for classroom success
• Academic challenges lead to poor academic choices
• Academic dishonesty “costs institutions … loss of
integrity within the school …” (Boehm, 2008, p. 47)
• Student who graduates with dishonest achievement
• Integrity of the institution
3
4. Background
• Decades of studies on Academic Integrity
• Copying another’s work
• Unauthorized collaboration
• Sharing test answers
• Looking over the shoulder
• Not citing a source
• Harvard University challenged with “cheating scandal” in
2012 (Perez-Pena, 2012)
• Dishonesty has not really changed over the years
(McCabe and Bowers, 1994)
• Rapidly growing use of technology
• Growing Millennial population
4
5. Background (cont.)
Millennial Generation
• Born between 1980 and 1999 (Howe and Strauss, 2000)
• Generation will exceed 100 million individuals (Bajt,
2011)
• Raised with added pressure to succeed (Prensky, 2001)
• “Digital natives” (Prensky, 2001)
• Generation Y
• Non-linear and collaborative learners
• Find the information on the Internet (Black, 2010)
5
6. Research Question
The central research question addressed in this study:
What are the perceptions of community college faculty
of the impact of the expanding use of technology on
academic integrity in higher education?
6
7. Subsequent Questions
(1) To what extent do community college faculty perceive
a difference in impact of the expanding use of
technology on academic integrity among various age
groups of students who attend community college?
(2) Are community college faculty taking actions to
recognize and prevent acts of academic dishonesty in
the face-to-face classroom?
7
8. Assumptions
• Educators are actively looking for evidence
• Educators are familiar with growing use of technology
• Educators provided honest answers
• Academic dishonesty is easily recognizable
8
9. Limitations
• Bias of the researcher
• Validity and reliability procedures (member checking,
triangulation)
• Generalization of the findings
• Limited to two community colleges
• Survey sample size (N=100)
• Interview sample size (N=10)
• Not the greater population
9
10. Delimitations
• Data collected from two Midwestern community colleges
• Other higher learning institutions not included
• Does not accurately reflect the greater population
• Did not take race, gender, age into consideration
• Did not consider educator’s discipline or highest degree
attained
10
11. Definitions
• Academic dishonesty: … a student will claim or take credit
for work that is not his or her original work (Becker,
Connolly, Lentz, & Morrison 2006).
• Academic integrity: Cornerstones in education are honesty
and responsibility (A Student’s Guide to Academic Integrity
at the University of Oklahoma).
• Cheating: … to gain an unfair advantage that misrepresents
the student’s true ability and knowledge (King, Gueytte &
Piotrowski, 2009).
• Digital cheating: Using digital means to copy homework,
wrongfully collaborate … (Stephens, Young, & Calabrese,
2007).
• Digital natives: … born in the last decade of the twentieth
century … native users of technology, including computers,
video games, and the Internet (Prensky, 2001).
11
13. Honor Codes
• Dating back to 1896 at Haverford College (Haverford
honor code, n.d.)
• Can be useful in reducing dishonest actions
• Honor codes can put the focus on student-faculty
relationship
• Must have support from all within the institution
• Changing attitudes of students
13
14. Academic Integrity
• Students don’t believe it is their responsibility
• Self-reported cheating?
• Faculty prefer to avoid / ignore the confrontation
• Administrative support
14
15. Technology and
Academic Integrity
Students Report:
• 58.9% students stated they have NOT cheated in
online classes (Lanier, 2006)
• 73.6% of Australian students believe cheating occurs
online (King, et al, 2009)
• Students with higher GPAs, married or older less likely
to cheat online (Lanier, 2006)
• Plagiarism (only 50% were able to identify) (Jones,
2011)
15
16. Millennials
• 30% of the US population (Pew Research Report, 2010)
• 40% now entering or are currently enrolled in higher
ed (Pew Research Report, 2010)
• Access to information, friends, family, classmates via
technology
• Cannot separate academic dishonesty and technology
• Will pay for a research paper
• Adept at: iPods, Playlists, Texting, Blogging, digital
writing
16
17. Plagiarism
• 40% admit to plagiarism (Rimer, 2003)
• Same 40% believe plagiarism is trivial
• Turnitin.com services
• Only detects plagiarism
• Educators better equipped to inform students of what is
plagiarism
17
18. Chapter II: Summary
• Ever increasing use of technology by students
• Ever increasing body of Millennial (Digital Natives)
• Challenge to higher education to maintain high level of
academic honor
• Challenge to higher education to produce high quality
graduates
The central research question:
What are the perceptions of community college faculty
of the impact of the expanding use of technology on
academic integrity in higher education? 18
19. Chapter III: Methodology
• Research Design: Mixed Methods Study
• Explanatory sequential mixed-methods design
(Creswell, 2009)
• Surveyed faculty via online questionnaire
• 29 Questions were asked
• Questionnaire provided sample for interviews
• Interview faculty who volunteered via the online
questionnaire
• 15 Questions were asked 19
20. Participant Recruitment
• Non-randomized design to measure how prevalent the
use of technology to commit academic dishonesty
• From faculty perspective
• Survey adapted from validated research survey
• Interview participants voluntarily recruited from survey
participants
• Quantitative survey goal: 100 survey participants (67
respondents)
• Qualitative interview goal: 10 interview participants (6
participants)
20
21. • INCLUSION CRITERIA:
• Faculty who are currently teaching Millenials at
Midwestern community college
• ETHICAL CONSIDERATIONS:
• Institutional Review Board Approval
• Participation was voluntarily
• No coercion or reward
• May withdraw at any time
• Data safely secured
• Data destroyed seven years after research completed
21
22. Data Collection
• Quantitative Data
• Questionnaire
• Faculty perception
• Descriptive statistics
• Analyze data - triangulation
• Qualitative Data
• Semi-structured research interviews
• Interviews were recorded
• Utilized member check
22
24. Summary
The central research question addressed in this study:
What are the perceptions of community college faculty
of the impact of the expanding use of technology on
academic integrity in higher education?
24
25. Chapter IV: Report
of the Findings
• Mixed methods study
• Combination of qualitative and quantitative research
methods
• Quantitative online questionnaire
• Qualitative interviews
25
26. Quantitative Findings
• Sixty-seven faculty members completed questionnaire
• Majority responses came from a large Midwestern
community college
26
Experienced Acts of Academic Dishonesty
27. Demographics of Participants
Average Length of Employment: 11.83 years
Minimum Length of Employment: 1 year
Maximum Length of Employment: 43 years
Average Birth year of participants: 1965
Range of Birth year: 1948 to 1987
Technology Knowledge:
27
35. Academic Integrity in the
Classroom
Highly
Disagree
Somewhat
Disagree
Agree
Somewhat
Agree
Highly
Agree
Total
Responses
I use class time at the
beginning of the term
to review and discuss
academic dishonesty
policies with
students.
2 4 12 6 43 67
In my classroom, I
have a specific policy
regarding electronic
devices.
2 5 18 8 34 67
I have a specific policy
in my syllabus
regarding academic
dishonesty.
0 1 10 5 51 67
35
36. Academic Integrity in the
Classroom
36
Highly
Disagree
Somewhat
Disagree
Agree
Somewhat
Agree
Highly
Agree
Total
Responses
I believe students
understand what
constitutes
plagiarism.
10 23 15 14 5 67
I believe students
understand what
constitutes
intellectual property
as it relates to
material gathered via
the World Wide
Web.
11 35 11 6 4 67
37. Qualitative Findings
Open Ended Response to Questionnaire (One-third
responded):
Academic dishonesty and lack of understanding
37
Instructors do not know if a student has a history of
plagiarizing. ... Most students come into my class without
any knowledge of how and when to cite sources.
38. Qualitative Findings
Academic dishonesty and lack of understanding
38
I think that students have a limited understanding of
what constitutes dishonesty in the area of written ... At
the community college level, it is difficult to discern
because there are many students with little experience
writing and/or poor writing histories.
39. Qualitative Findings
Academic dishonesty and lack of understanding
39
I think many students who begin college have already
learned how to "cheat" and if they are prone to
cheating; plagiarizing; copying; etc. - they will
continue. I know that in my experience; the students
don't think there is anything wrong with cheating to
earn their degree and then "claim" to be experts in
their chosen field … They even cheat in class while I
am watching.
40. Qualitative Findings
Academic dishonesty and lack of understanding
40
I truly feel that the only thing that would dissuade
students from plagiarism and copyright infringement
is to make the official college policy one of zero
tolerance. It needs to be clear in the college handbook
and consistent with all program … Since there is no
strict college policy, we were forced to come up with
our own …. very little education within the public
school ….with what constitutes plagiarism, copyright
infringement, or the gray area of fair use, more
education would need to be in place before.
41. Qualitative Findings
Administrative Support
41
• It is not the instructors but the institution that needs to
better address academic dishonesty. Technology is not the
cause of dishonesty. Students have been dishonest long
before electronics.
• The instructors at the college are usually good about
pursuing academic dishonesty. Sometimes it is hard to get
the support of administrators.
• I believe the policies outlines are vague and difficult for even
instructors to understand how to process acts of academic
dishonesty. I do not believe all cases are handled the same.
A policy should give faculty guidelines for how to proceed
once a violation has occurred.
42. Qualitative Findings
Student Awareness
42
Students think if something is posted or available on the
Internet, it is in the public domain and available for
them to use as they wish. There is very little
understanding on their part of copyrights, digital rights,
and fair use. I believe if students were required to learn
the basics of what these areas of protection are meant
to provide, they may be less likely to submit “stuff I
found on the Internet” as their own work.
43. Themes Related to
Academic Integrity
43
Academic
Integrity
Varied
perception of
policies
Varied methods
to commit acts
Varied methods of
technology used
to detect and
commit acts
Varied
generational
differences exist
Varied faculty
recommendations
44. Faculty Interviews
Length of Employment
Amy 20 years
Julie 9 years
Rick 8 years
Patty 5 years
Christy 2 years
Lisa 1 year
44
46. Easily Recalled Incidents
Rick: Interview of someone who was a slave, who would be 170 years old.
When Rick asked the student if this interview did in fact take place, the
student replied with, “Yeah, it was an old guy who lived down the street and I
interviewed him. And my grandfather knows them really well.”
Patty: I asked him where he got this information, and he told me the website.
I said to him, ’Is this word for word?’ And he said, ’No, I paraphrased it. ’ So, he
lied to me right there. I was able to pull that article right up and say, ’No, you
did use word for word. In fact I think you copied and pasted it.’
Julie: Every single writing assignment was plagiarized.
Julie: “As I stand before you today.”
46
47. Theme Two: Methods of
academic dishonesty utilized
by students
• Copy and paste most frequent
• Submitting someone else’s work
• Sharing of files
• Collaboration when collaboration not allowed
• Punishment:
• Allow resubmission (three respondents)
• Received a zero on assignment (one respondent)
• Failed the course (two respondents) 47
48. Theme Three: Active pursuit
of discovery of academic
dishonesty
• All 6 respondents do actively pursue incidents
• English instructors utilize turnitin.com
• Getting to know the students’ writing style
• Informing the students what constitutes dishonesty
• Utilize SmartThinking
• Provide examples of “sloppy paraphrasing”
• Zero tolerance: submit all assignments electronically
• Monitor classroom activities
• Utilize Google search engine for suspected plagiarism 48
49. Theme Four: Faculty
perception that generational
differences exist in regard to
technology and academic
dishonesty
• Younger, high school aged students in dual credit courses
• Millennial students
• Students over the age of 35
• Blurred distinction between scholarly sharing and social
media sharing
49
50. Generational Differences
• Rick: “Well, within just a few minutes I noticed that
basically half of my class was reading stuff posted on the
Internet written by other students about the essay that
they were supposed to develop original responses to.
And it was just natural to them to just go find out what
other people have said about this essay, because then
maybe, I don’t know, I’ll take their stuff and use it as my
own I suppose. It was just natural.”
• Julie: “I mean all we do is, ‘you know cute elephant
video where the heck did I see it originate’?”
50
51. Generational Differences
Participant Response
Rick “Grabbing this and that” and assembling as your own. Not aware
that actions could be a problem of integrity.
Patty
Both generations will use Google. Younger student more apt to try to
pass off someone else’s work as their own.
Amy
Non-traditional students unknowingly commit dishonesty. All
students need better training. Younger students like to test the
limits.
Julie
Everything on the Internet is recycled, hard to know its original
source. Students do not then see the importance of citing an original
source.
Lisa
Younger students do not see these incidents as such a big deal, and
do not see it as an extension of their professional life.
Christy
Older generations tends to know better, and understand what
plagiarism is.
51
52. Theme Five: Faculty have
recommendations for
improvement
• Lack of knowledge is the biggest threat
• Technology has to be allowed
• Students do not care about academic integrity
• Explain academic integrity
• Explain plagiarism
• Differentiate what is scholarly writing to social media
• Utilize Turnitin
• Utilize a database repository for reported incidents
52
53. Biggest Threat
53
Participant Response
Rick
Technology is an enabler and a threat. Cut and paste someone
else’s work.
Patty
The Internet. Students lack values; it may be a moral issue.
Amy
Students don’t care; academic integrity is trivialized. “It’s there,
and free to everyone.”
Julie
Pressure to pass. Students do not understand citing sources.
Lisa
Faculty are trying to fight, monitor, and prevent dishonesty, while
the student is trying to find new ways to commit the acts.
Christy
Ignoring the incidents. Students continuing the behavior because
of no repercussions. Students graduating without having done any
of their own work.
54. Recommendations
54
Participant Response
Rick
Work needs to begin in the classroom. Teaching students how
to give credit where credit is due. This is hard and takes practice.
Patty
Every instructor should be using www.turnitin.com. Students
will then learn where to give credit where credit is due.
Julie
Policy should apply to everything, not just technology.
Lisa
Centralized location to document incidents.
Christy
Policy that shows which steps should be taken. Create a
clearinghouse to look for trends.
55. Chapter V: Conclusions and
Recommendations
• Five themes were identified
• Faculty are aware of institution’s academic integrity
policy
• Diverse approach to enforcing the policy
• Faculty pursue the incidents
• Faculty who chose to ignore do because of lack of
institutional support Cohen (2011)
• Faculty can easily recall the incidents
55
57. Limitations
• Generalization of the greater population
• Limited to six face-to-face interviews
• Two Midwestern community colleges
• Researcher bias
• Research based solely on face-to-face classroom
• Additional interviews and survey respondents would add
depth
57
58. Methods of Dishonesty
• Not that varied among students
• Most popular is copy and paste
• Consistent with Achey-Kidell (2003)
• Consistent with McCabe (2005)
• Students will submit someone else’s work
• Students will purchase a term paper
• Collaboration is occurring
• Plagiarism consistently reported
• Rimer (2003) reported that students see plagiarism as
trivial
• Technology makes dishonesty easier 58
59. Active Pursuit of
Academic Dishonesty
• Turnitin
• Academic Integrity Team at College
• Database for reportable incidents
• Continued focus on discovering and recording incidents
• Administration needs to continue to support faculty
59
60. Generational Differences
• Majority of college student fit the Millennial generation
• Do not understand intellectual property
• High school students will also commit acts of academic
dishonesty
• Older students not immune, just not as many in the
classroom
• Older student may commit the act out of desperation
• Encourage to educate incoming students
• Plagiarism, improper copying and pasting, when to
cite, the difference between social media sharing and
scholarly sharing 60
61. Implications
• Educators work to dissuade the behavior
• Institutional integrity and credibility
• Produce the highest quality graduate
• Recruit students of integrity
• Faculty’s role in discouraging the acts
• Technology makes it easier to commit and detect
• Broad academic integrity policy can lead to frustration
• Purposeful open policy: no two incidents are the same
• Better communication from administration to faculty
61
63. Faculty Have
Recommendations
• Educate the students on what academic dishonesty is
• Simply lack of knowledge
• When not to collaborate
• When given a second chance to resubmit, students learn
from their mistakes
63
64. Recommendations
for Educators
• Not an easy task
• Diligence to reduce future incidents
• Maintain integrity
• Produce quality graduates
• Use the technology to instruct students how to properly
cite
• Technology cannot be avoided
• Students will use technology in their future career
• Faculty continue to change assignments and final exams
• Incoming students are just as well-equipped as
Millennials
64
65. Recommendations
for Educators
• Classroom management is faculty responsibility
• Policy is not a shield
• Administration needs to reinforce that support is
available
• Academic integrity policies are a guide
• Faculty need to create the culture
• Institutions create a training program
• Faculty and students
• Web tutorials 65
66. Future Research
• Impact of incidents on faculty
• One recommendation: student transcript notation –
FERPA violations? Other institution’s approach?
• Engaged Learning to reduce incidents
• Interview students for their perception on improper
sharing of information
• Use of academic integrity training programs
66
67. Summary
• Research focused on faculty perceptions
• Faculty care and want to reduce the incidents
• Faculty desire better academic support
• Better communication between administration and
faculty
• Technology is a double-edged sword
• Dedicated faculty
• Quality, ethical graduates
67
68. • Patty: “We have created a generation that thinks it’s all
free. We have freedom of speech and we can take
whatever we want.”
• Amy: “Hey, it’s in here so it’s free to everyone. And I
should not have to quote anything because who do I
quote? The 80th person that has posted this or what?”
• Rick: Work begins “down in the trenches,” in the
classroom level, is where “stuff needs to happen.”
68
70. References
A student’s guide to academic integrity at the University of Oklahoma. Retrieved from http://integrity.ou.edu.students_guide.html
Achey-Kidwell, L., Wozniak, K., and Phoenix-Laurel, J. (2003). Student reports and faculty perceptions of academic dishonesty. Teaching Business Ethics. 7(3), p. 205-214.
Adams, C. and McCormick, D. (2015, June 15). Was race-faker Rachel Dolezal also passing herself off as a great romanticist painter? She faces claims that her ‘award winning’ art is
plagiarized from 19th-century master. The Daily Mail. Retrieved http://www.dailymail.co.uk/news/article-3125889/Now-race-faker-Rachel-Dolezal-faces-claims-ART-WORK-
plagiarized.html
Ahrin, A. (2009). A pilot study of nursing student’s perceptions of academic dishonesty: A generation Y perspective. The ABNF Journal, Winter 2009, 17-21.
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Becker, D., Connolly, J., Lentz, P., Morrison, J. (2006). Using the business fraud triangle to predict academic dishonesty among business students. Academy of Educational
Leadership Journal. (10)1, 37-52.
Black, A. (2010). Gen Y: Who they are and how they learn. Educational Horizons, Winter, 2010, 92-101.
Bolliger, D. and Halupa, C. (2012). Student perceptions and anxiety in an online doctoral program. Distance Education, 33(1), 81-98. doi.org/10.1080/01587919.2012.667961
Creswell, J. (2009). Research design: Quality, quantitative, and mixed methods approaches. Sage: Los Angeles.
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Haverford honor code (n.d.). Retrieved October 12, 2013 from http://honorcouncil.haverford.edu/the-code/what-is-the-code/
Howe, N., and Strauss, W. (2000). Millennials rising the next great generation. New York: Vintage Books.
Jones, P. R. (2006). Using groups in criminal justice courses: Some new twists on traditional pedagogical tool. Journal of Criminal Justice Education, 17(1), 87– 101.
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71. References (cont.)
Lanier, M. (2006). Academic integrity and distance learning. Journal of Criminal Justice Education. 17(2), 244-261.
McCabe, D. (2005). It takes a village: Academic integrity. Liberal Education, 91(3), 26-31.
McCabe, D., and Bowers, W. (1994). Academic dishonesty among males in college: A thirty-year perspective. Journal of College Student Development, 5(1), 5-
10.
Perez-Pena, R. (2012, August 31). Harvard students in cheating scandal say collaboration was accepted. New York Times. Retrieved from http://nytimes.com.
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connected-open-to-change.pdf
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, (9)5, 1-6.
Race, P. (2001). Assessment: A Guide for Students. (York: LTSN Generic Centre)
Rimer, S. (2003, September 3). A campus fad that is being copied: Internet plagiarism. The New York Times. Retrieved from
http://www.nytimes.com/2003/09/03/nyregion/a-campus-fad-that-s-being-copied-internet-plagiarism-seems-on-the-rise.html
Sheet, V. (2015, June 4). Chinese city using drones to nab cheaters on all-important exam. The Washington Post. Retrieved from
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