You are here:

Academic Dishonesty in the Digital Era: Perceptions and Coping Strategies of School Teachers and Parents
PROCEEDING

, , , The open University of Israel, Israel

Global Learn, in Limerick, Ireland Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

This study examined teachers’ and parents’ perceptions of digital and non-digital academic dishonesty in schools, and the strategies they employ to cope with it. Our findings indicate that the technological factor doesn't seem to affect the views held by teachers and parents concerning academic dishonesty. Based on Pavela's (1997) model of academic dishonesty behaviors (cheating, plagiarism, fabrication and facilitation dishonesty of others), findings indicate that although participants are most familiar with cheating, in the context of digital dishonesty, plagiarism was reported more than any other dishonest behavior. Both parents and teachers emphasized the pivotal role of motivational factors (i.e. student's goals, abilities and self-perception) in promoting or inhibiting academic dishonesty.

Citation

Rotem, I., Blau, I. & Eshet-Alkalai, Y. (2016). Academic Dishonesty in the Digital Era: Perceptions and Coping Strategies of School Teachers and Parents. In Proceedings of Global Learn-Global Conference on Learning and Technology (pp. 397-401). Limerick, Ireland: Association for the Advancement of Computing in Education (AACE). Retrieved June 19, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References