Student perceptions of academic misconduct amongst their peers during the rapid transition to remote instruction

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dc.contributor.authorStoesz, Brenda M.
dc.contributor.authorQuesnel, Matthew
dc.contributor.authorDe Jaeger, Amy E.
dc.date.accessioned2024-01-05T20:21:01Z
dc.date.available2024-01-05T20:21:01Z
dc.date.issued2023-07-17
dc.date.updated2023-11-03T09:19:45Z
dc.description.abstractAbstract 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.
dc.identifier.citationInternational Journal for Educational Integrity. 2023 Jul 17;19(1):14
dc.identifier.doi10.1007/s40979-023-00136-1
dc.identifier.urihttp://hdl.handle.net/1993/37947
dc.language.isoeng
dc.language.rfc3066en
dc.publisherBMC
dc.rightsopen accessen_US
dc.rights.holderThe Author(s)
dc.subjectAcademic integrity
dc.subjectAcademic dishonesty
dc.subjectContract cheating
dc.subjectCOVID-19
dc.subjectEmergency remote teaching
dc.subjectOutsourcing behaviours
dc.subjectPerceptions of cheating
dc.subjectRapid transition
dc.titleStudent perceptions of academic misconduct amongst their peers during the rapid transition to remote instruction
dc.typeJournal Article
local.author.affiliationFaculty of Education::Department of Education Administration, Foundations and Psychology
oaire.awardTitlehttps://doi.org/10.13039/100010318
oaire.citation.titleInternational Journal for Educational Integrity
oaire.citation.volume19
project.funder.nameUniversity of Manitoba
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