Student perceptions of academic misconduct amongst their peers during the rapid transition to remote instruction
Abstract The sudden move from traditional face-to-face teaching and learning to unfamiliar virtual spaces during the early weeks and months of the COVID-19 pandemic demanded many members of educational communities around the world to be flexible and teach and learn outside of their comfort zones. Th...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-07-01
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| Series: | International Journal for Educational Integrity |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s40979-023-00136-1 |
| _version_ | 1797774350457241600 |
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| author | Brenda M. Stoesz Matthew Quesnel Amy E. De Jaeger |
| author_facet | Brenda M. Stoesz Matthew Quesnel Amy E. De Jaeger |
| author_sort | Brenda M. Stoesz |
| collection | DOAJ |
| description | Abstract The sudden move from traditional face-to-face teaching and learning to unfamiliar virtual spaces during the early weeks and months of the COVID-19 pandemic demanded many members of educational communities around the world to be flexible and teach and learn outside of their comfort zones. The abruptness of this transition contributed to instructors’ concerns about academic cheating as they could no longer assess learning and monitor student progress using their usual strategies and methods. Students also experienced disruptions to their usual ways of learning, which may have contributed to poor decision-making, including engagement in academic misconduct. The present study examined students’ beliefs about increased engagement in academic misconduct by their peers during the rapid obligatory transition to remote instruction due to the COVID-19 pandemic in March 2020. In January 2021, a retrospective online survey was distributed to students in undergraduate courses. We focused our analyses of the responses from students at a single university in Canada. We found that beliefs of increased cheating depended upon student gender (men vs women), status (domestic vs international), year of study (Years 1/2 vs Years 3 +), and discipline (Science, Technology, Engineering, and Mathematics vs Social Sciences and Humanities). These are important findings as they provide insight into the nature of the culture of academic integrity during a stressful and confusing period in postsecondary students’ lives. |
| first_indexed | 2024-03-12T22:18:44Z |
| format | Article |
| id | doaj.art-5b9d41990499483abc0c6912eb88cf49 |
| institution | Directory Open Access Journal |
| issn | 1833-2595 |
| language | English |
| last_indexed | 2024-03-12T22:18:44Z |
| publishDate | 2023-07-01 |
| publisher | BMC |
| record_format | Article |
| series | International Journal for Educational Integrity |
| spelling | doaj.art-5b9d41990499483abc0c6912eb88cf492023-07-23T11:09:03ZengBMCInternational Journal for Educational Integrity1833-25952023-07-0119111810.1007/s40979-023-00136-1Student perceptions of academic misconduct amongst their peers during the rapid transition to remote instructionBrenda M. Stoesz0Matthew Quesnel1Amy E. De Jaeger2Centre for the Advancement of Teaching and Learning, University of Manitoba, University of ManitobaCentre for the Advancement of Teaching and Learning, University of Manitoba, University of ManitobaCentre for the Advancement of Teaching and Learning, University of Manitoba, University of ManitobaAbstract The sudden move from traditional face-to-face teaching and learning to unfamiliar virtual spaces during the early weeks and months of the COVID-19 pandemic demanded many members of educational communities around the world to be flexible and teach and learn outside of their comfort zones. The abruptness of this transition contributed to instructors’ concerns about academic cheating as they could no longer assess learning and monitor student progress using their usual strategies and methods. Students also experienced disruptions to their usual ways of learning, which may have contributed to poor decision-making, including engagement in academic misconduct. The present study examined students’ beliefs about increased engagement in academic misconduct by their peers during the rapid obligatory transition to remote instruction due to the COVID-19 pandemic in March 2020. In January 2021, a retrospective online survey was distributed to students in undergraduate courses. We focused our analyses of the responses from students at a single university in Canada. We found that beliefs of increased cheating depended upon student gender (men vs women), status (domestic vs international), year of study (Years 1/2 vs Years 3 +), and discipline (Science, Technology, Engineering, and Mathematics vs Social Sciences and Humanities). These are important findings as they provide insight into the nature of the culture of academic integrity during a stressful and confusing period in postsecondary students’ lives.https://doi.org/10.1007/s40979-023-00136-1Academic integrityAcademic dishonestyContract cheatingCOVID-19Emergency remote teachingOutsourcing behaviours |
| spellingShingle | Brenda M. Stoesz Matthew Quesnel Amy E. De Jaeger Student perceptions of academic misconduct amongst their peers during the rapid transition to remote instruction International Journal for Educational Integrity Academic integrity Academic dishonesty Contract cheating COVID-19 Emergency remote teaching Outsourcing behaviours |
| title | Student perceptions of academic misconduct amongst their peers during the rapid transition to remote instruction |
| title_full | Student perceptions of academic misconduct amongst their peers during the rapid transition to remote instruction |
| title_fullStr | Student perceptions of academic misconduct amongst their peers during the rapid transition to remote instruction |
| title_full_unstemmed | Student perceptions of academic misconduct amongst their peers during the rapid transition to remote instruction |
| title_short | Student perceptions of academic misconduct amongst their peers during the rapid transition to remote instruction |
| title_sort | student perceptions of academic misconduct amongst their peers during the rapid transition to remote instruction |
| topic | Academic integrity Academic dishonesty Contract cheating COVID-19 Emergency remote teaching Outsourcing behaviours |
| url | https://doi.org/10.1007/s40979-023-00136-1 |
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