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Journal Article

Examining Online Cheating in Higher Education Using Traditional Classroom Cheating as a Guide  pp476-493

Kerry Adzima

© Dec 2020 Volume 18 Issue 6, Editor: Heinrich Söbke and Marija Cubric, pp462 - 574

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Abstract

Academic dishonesty in higher education is a perverse problem affecting institutions of learning in many countries across the globe. More alarmingly, numerous studies have pointed to increasing rates of cheating and plagiarism over the past few decades offering a wide array of explanations and theories for this trend. A relatively new feature of both higher education and the discussion of academic dishonesty involves the growing market for online education. Within the last decade, online education has become a permanent fixture increasing its reach in education markets throughout the world. The trend of online education is seen as bringing with it a new set of opportunities and challenges related to academic dishonesty. With high rates of cheating already a well‑documented problem in the traditional (face‑to‑face) learning environment, it is important to analyze how online education factors into this scenario. The goal of this paper is to provide the reader with a critical analysis of the current literature on academic dishonesty in online education and to propose areas for future research where gaps in the literature exist.

 

Keywords: academic dishonesty, cheating, online education, distance education, plagiarism

 

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Journal Issue

Volume 18 Issue 6 / Dec 2020  pp462‑574

Editor: Heinrich Söbke, Marija Cubric

View Contents Download PDF (free)

Keywords: Community of Inquiry, continuing education, distance education, deep learning design, constructivist learning; academic dishonesty, cheating, online education, distance education, plagiarism; ODeL, online learning tools, mobile learning tools, Moya Messenger App WhatsApp, myUnisa’s ODF; Emotions and learning, flipped learning, university, science education; creativity, personality traits, students, virtual courses, gender differences; EFL learner, mobile learning, smartphone and language learning, attitudes and perceptions, process of learning English; Out-of-classroom communication (OCC), flipped classroom, motivation, intervention; ; ICT integration, ICT infrastructure, high school science teaching

 

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