Laura Harris

Bio: Laura Harris is an academic researcher from University of Maryland University College. The author has contributed to research in topics: Cheating & Academic integrity. The author has an hindex of 1, co-authored 1 publications receiving 10 citations.

Academic Integrity in an Online Culture: Do McCabe’s Findings Hold True for Online, Adult Learners?

Abstract: This study examines how the self-reported cheating behaviors of students from a single large institution serving primarily adult students in online courses differ from those previously reported in large-scale studies of academic integrity among traditional-age college students. Specifically, the research presented here demonstrates that students at a large online university are no more likely to engage in most forms of cheating than the traditional-age students in residential institutions studied by Donald McCabe in his seminal research on academic integrity. Relatedly, our study finds that students’ age decreases the likelihood of engaging in cheating behaviors. Moreover, traditional-age undergraduates in our study were no more likely to engage in cheating behaviors than the undergraduate students McCabe surveyed. Our study offers a unique contribution to the extant literature on academic integrity, as we believe this is the largest survey of student attitudes, beliefs, and behaviors from a single institution. The research presented here confounds the common (mis)perception that cheating is more prevalent and easier to accomplish in online learning and assessment.

Academic dishonesty and trustworthy assessment in online learning: A systematic literature review

Abstract: Background Academic dishonesty (AD) and trustworthy assessment (TA) are fundamental issues in the context of an online assessment. However, little systematic work currently exists on how researchers have explored AD and TA issues in online assessment practice. Objectives Hence, this research aimed at investigating the latest findings regarding AD forms, factors affecting AD and TA, and solutions to reduce AD and increase TA to maintain the quality of online assessment. Methods We reviewed 52 articles in Scopus and Web of Science databases from January 2017 to April 2021 using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses model as a guideline to perform a systematic literature review that included three stages, namely planning, conducting, and reporting. Results and conclusions Our review found that there were different forms of AD among students in online learning namely plagiarism, cheating, collusion, and using jockeys. Individual factors such as being lazy to learn, lack of ability, and poor awareness as well as situational factors including the influence of friends, the pressure of the courses, and ease of access to information were strongly associated with AD. A technology-based approach such as using plagiarism-checking software, multi-artificial intelligence (AI) in a learning management system, computer adaptive tests, and online proctoring as well as pedagogical-based approaches, such as implementing a research ethics course programme, and a re-design assessment form such as oral-based and dynamic assessment to reduce cheating behaviour and also sociocultural and sociotechnical adjustment related to the online assessment are reported to reduce AD and increase TA. Implications Educators should adjust the design of online learning and assessment methods as soon as possible. The identified gaps point towards unexplored study on AI, machine learning, learning analytics tools, and related issues of AD and TA in K12 education could motivated future work in the field.

A systematic review of academic dishonesty in online learning environments

Abstract: Backgroud: uring the COVID-19 pandemic, online learning has played an increasingly crucial role in the educational system. Academic dishonesty (AD) in online learning is a challenging problem that represents a complex psychological and social phenomenon for learners. However, there is a lack of comprehensive and systematic reviews of AD in online learning environments. Objectives: This study presents a systematic study of AD in online learning environments to delineate its trends and uncover potential areas for further research. Methods: We conducted this review based on various sources of evidence-based research and followed the guidelines of the PRISMA statement and procedure for selection. After the exclusion criteria were employed, 59 eligible articles were selected and then analysed in a descriptive overview. Two frameworks were identified in the structured content analysis to analyse these articles. One was the framework of Gilbert's Behaviour Engineering Model (BEM), and the other was the types of interventions for online AD, where 36 articles were analysed. Results and Conclusions: The descriptive results showed that most studies used quantitative methods and focused on students. The analysis results of influencing factors under the BEM framework showed that the category of environment support and tools accounts for the largest proportion. And the types of interventions for online AD we classified include individual AD & high technological complexity, individual AD & low technological complexity, collective AD & high technological complexity, and collective AD & low technological complexity. These findings provide a comprehensive understanding and guidance of AD in the online environment for relevant managers, designers and developers. © 2022 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd.

A Case Study Investigating Mental Wellbeing of University Academics during the COVID-19 Pandemic

Abstract: COVID-19 has impacted Higher Education worldwide. While several studies have examined the effects of the pandemic on students, few have addressed its impact on academic staff. Here, we present both survey (n = 89) and interview (n = 12) data highlighting the pandemic-induced effects on academics from various disciplines and career stages. Data was collected between May and September 2020, aiming to capture and understand the immediate effects of the U.K. lockdown on the academics examining demographic and employment factors, digital abilities and confidence, and mental wellbeing. Analyses revealed that most academics were satisfied with the support they received from the university and colleagues, and they had adequate equipment and space at home to work. However, half incurred additional financial costs to maintain access to technology and many felt an altered relationship with the university. There were discrepancies in digital abilities and confidence according to employment status, age, faculty, and social identity as an academic. Teaching workload did not increase across the board, rather seniority predicted increases. Levels of wellbeing were low but were not significantly predicted by workload increase or abilities and confidence in working digitally as might have been expected. Stronger social identity as an academic may predict higher mental wellbeing with qualitative data suggesting teamwork and collegiate activities helped. Furthermore, interviewees identified several positive aspects to working remotely. These findings suggest universities should consider carefully how to support all staff to work digitally and consider flexible working post-pandemic.

Cultural Differences in Academic Dishonesty: A Social Learning Perspective

Abstract: In this study, we examined the role of social learning theory in explaining academic dishonesty among 673 college students in the United States, France, and Greece. We found support for social learning theory such that perceived peer dishonesty was incrementally valid as a predictor of self-reported academic dishonesty across three countries beyond personal factor of conscientiousness and demographic factor of age. Contrary to expectation, perceived penalty for academic cheating received support in the U.S. sample only. Justification for academic dishonesty contributed incremental variance after controlling for other factors including age, conscientiousness, perceived penalty for cheating and peer dishonesty across three countries. In addition, cultural differences accounted for almost 50% of the explained variance in academic dishonesty with French students reportedly engaged in significantly more academic cheating behavior than Greek and U.S. students. Discussion and implications for business ethics teaching and research were discussed.

Why should we care about academic integrity in nursing students

Abstract: Integrity, honesty, and respect are essential values for nursing students. Yet, in recent years the rise of breaches in academic integrity has become alarming. The era of increasing advances in the capabilities of smart technologies may be facilitating rather than deterring students from academic integrity breaches in their work and assessments. This issue raises questions for nurse academics on how they can best ensure that nursing students align their behavior with the expected nursing’s professional values, both during their study years and beyond. This discussion paper aims to examine contributing factors leading to breaches of academic integrity amongst nursing students and determine why we as nurse academics need to both remain alert to these factors, and vigilant about identifying and managing such breaches. Existing factors that may influence academic dishonesty are discussed concerning students; nurse academics; curriculum design; and the apparently growing cultural shift in ethical reasoning. With increased insight into these influencing factors, nurse academics need to take responsibility and prepare students to take on the highest standard of moral values to ensure safe and effective patient outcomes. We need to become more aware of and understand nursing students’ perspectives and adequately prepare our soon-to-become nurse graduates. We are charged with supporting, guiding, and teaching our students to develop skills within a culture of integrity. Ensuring an integrity activity smorgasbord in our practice can counteract the increased risk of academic dishonesty in our undergraduate nursing programs.