About: Violation of digital and analog academic integrity through the eyes of faculty members and students: Do institutional role and technology change ethical perspectives?

Facets (new session)
Description
Metadata
Settings
- owl:sameAs
- Inference Rule:

About: Violation of digital and analog academic integrity through the eyes of faculty members and students: Do institutional role and technology change ethical perspectives? Goto Sponge NotDistinct Permalink

An Entity of Type : schema:ScholarlyArticle, within Data Space : wasabi.inria.fr associated with source document(s)

Attributes	Values
type	Academic Article research paper schema:ScholarlyArticle
isDefinedBy	Covid-on-the-Web dataset
has title	Violation of digital and analog academic integrity through the eyes of faculty members and students: Do institutional role and technology change ethical perspectives?
Creator	Blau, Ina Eshet-Alkalai, Yoram Friedman, Adi Goldberg, Shira
Source	Medline; PMC
abstract	This study aimed to address the gap in the literature through a comprehensive comparison of different types of violations of academic integrity (VAI), cheating, plagiarism, fabrication and facilitation (Pavela in J College Univ Law 24(1):1–22, 1997), conducted in analog versus digital settings, as well as students’ and faculty members’ perceptions regarding their severity. The study explored differences in perceptions regarding students’ VAI and penalties for VAI among 1482 students and 42 faculty members. Furthermore, we explored the impact of socio-demographic characteristics (ethnic majority vs. minority students), gender, and academic degree on the perceived severity of VAI. Presented with a battery of scenarios, participants assessed the severity of penalties imposed by a university disciplinary committee. Furthermore, participants selected the penalties they deemed appropriate for violations engaged in by students, including: reprimanding, financial, academic, and accessibility penalties. All participants tended to suggest more severe penalties for VAI conducted in traditional analog environments than for the same offenses in digital settings. Students perceived all four types of penalties imposed by the disciplinary committee to be significantly more severe than faculty members. Moreover, findings demonstrated a significant difference between faculty and students in both perceptions of the severity of VAI and in relation to suggested punishments. Consistent with the Self-Concept Maintenance Model (Mazar et al. in J Mark Res 45(6):633–644, 2008) and Neutralizing Effect (Brimble, in: Bretag (ed) Handbook of academic integrity, SpringerNature, Singapore, pp 365–382, 2016), ethnic minority students estimated cheating, plagiarism, and facilitation violations as more severe than majority students. The theoretical and practical implications of the findings are discussed.
has issue date	2020-07-22(xsd:dateTime)
bibo:doi	10.1007/s12528-020-09260-0
bibo:pmid	32837125
has license	no-cc
sha1sum (hex)	4bc6c46e9771f44f720e68026ad582aee5340651
schema:url	https://doi.org/10.1007/s12528-020-09260-0
resource representing a document's title	Violation of digital and analog academic integrity through the eyes of faculty members and students: Do institutional role and technology change ethical perspectives?
has PubMed Central identifier	PMC7375033
has PubMed identifier	32837125
schema:publication	J Comput High Educ
resource representing a document's body	covid:4bc6c46e9771f44f720e68026ad582aee5340651#body_text
is schema:about of	named entity 'ethnic minority' named entity 'analog' named entity 'Consistent' named entity '2008' named entity 'minority' named entity 'VAI' named entity 'students' named entity 'academic degree' named entity 'students' named entity 'financial' named entity 'IMPACT' named entity 'DIFFERENT' named entity 'PERCEPTIONS' named entity 'ENGAGED' named entity 'MAJORITY' covid:arg/4bc6c46e9771f44f720e68026ad582aee5340651 named entity 'selected' named entity 'The' named entity 'cheating' named entity 'Singapore' named entity 'suggested' named entity 'faculty members' named entity 'VAI' named entity 'demonstrated' named entity 'majority' named entity 'VAI' named entity 'significant difference' named entity 'socio-demographic' named entity 'minority students' named entity 'Singapore' named entity 'academic degree' named entity 'plagiarism' named entity 'higher education' named entity 'plagiarism' named entity 'plagiarism' named entity 'academic degree' named entity 'Arabic' named entity 'higher education' named entity 'academic papers' named entity 'Self-Concept' named entity 'Israel' named entity 'De Lambert' named entity 'academic degree' named entity 'De Lambert' named entity 'higher education' named entity 'distance university' named entity 'academic integrity' named entity 'collectivistic' named entity 'plagiarism' named entity 'academic integrity' named entity 'online learning communities' named entity 'internet forum' named entity 'Plagiarism' named entity 'internet forum' named entity 'digital textbook' named entity 'United States' named entity 'plagiarism' named entity 'Hebrew' named entity 'Croatia' named entity 'Self-Concept' named entity 'statistically significant' named entity 'field of study' named entity 'De Lambert' named entity 'Germany' named entity 'LSD' named entity 'Israel' named entity 'higher education' named entity 'Hebrew' named entity 'official language' named entity 'evaluation methods' named entity 'LSD' named entity 'academic degree' named entity 'plagiarism' named entity 'collaborative learning' named entity 'conceptual model' named entity 'digital fabrication' named entity 'teaching ethics' named entity 'Hebrew'

Faceted Search & Find service v1.13.91 as of Mar 24 2020

Alternative Linked Data Documents: Sponger | ODE Content Formats:

RDF

ODATA

Microdata

About

OpenLink Virtuoso version 07.20.3229 as of Jul 10 2020, on Linux (x86_64-pc-linux-gnu), Single-Server Edition (94 GB total memory)
Data on this page belongs to its respective rights holders.
Virtuoso Faceted Browser Copyright © 2009-2024 OpenLink Software