RESEARCH WORK · Florida International University Digital Commons (Florida International University) · 2013

Academic Dishonesty: A Guide for Digital Instructors

Carleen Vincent-Robinson

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Abstract

Abstract: Academic dishonesty threatens the integrity of collegiate education and undermines institutional objectives. Nonetheless, many students willingly compromise academic integrity for higher grades and reduced stress levels. This literature review examines why students engage in academic dishonesty and addresses preventive measures and developing technologies. Academic dishonesty, “a transgression against academic integrity which entails taking an unfair advantage that results in a misrepresentation of a student’s ability and grasp of knowledge ” (King, Guyette, & Piotrowski, 2009, p. 4), undermines the missions and objections of learning institutions worldwide. Many students compromise personal and academic integrity in pursuit of higher grade point averages and reduced stress levels. Some research, however, has suggested that the justification for engaging in academic misconduct varies among distance learners and students enrolled in on-site courses (Bailey & Bailey, 2011; Kennedy, Nowak, Raghuraman, Thomas, & Davis, 2000). As massive open online courses rapidly develop across the globe, research aimed at gaining a deeper understanding of academic dishonesty must be reviewed so that university officials and faculty are able to develop both efficient and multifaceted responses. Therefore, this paper presents an overview of students ’ reasons for engaging in academic dishonesty, the issues that are unique to online learners, and developing technologies. Many studies have reviewed the prevalence of academic misconduct among college students. McCabe and Bower’s (1994) seminal study found that acts of academic dishonesty such as cheating on assignments, copying answers from another student’s exam, and using cheat sheets increased significantly from 1963-1993 (11 % to 49%, 26 % to 52%, and 16 % to 27%,

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