Academic integrity has been put into danger amidst the Covid 19 pandemic. It has become easier for students to undermine their academic honesty, such as copying others’ outputs, using the web during the tests, and asking surrogates to attend and produce their academic tasks such as assignments. This essay discusses, how that can be changed.
Table of Contents
1. Introduction
2. Plagiarism
3. Conclusion
Research Objectives and Themes
This paper aims to explore the challenges of maintaining academic integrity during the COVID-19 pandemic, examining the prevalence of academic dishonesty and the specific factors contributing to plagiarism among students in online learning environments.
- Impact of the COVID-19 pandemic on academic honesty
- Factors influencing student participation in academic dishonesty
- Distinction between different categories of plagiarism
- Institutional and faculty strategies to minimize academic misconduct
- The importance of fostering a culture of ethical academic practice
Excerpt from the Book
One of the forms of academic dishonesty is plagiarism.
In an immediate sense, plagiarism is turning into the work of someone else as your own; copying words, thoughts and concepts without giving credit; failing to place a quote in quotation marks; presenting incorrect quotation source information, and changing words but copying the phrase structure without giving credit.
Plagiarism comes from the word ‘plagiarius’ which means kidnapper. Denotatively, it the passing off of the work of another individual as if it were his own by claiming credit for something that someone else actually did. However, plagiarism is not necessarily deliberate or stealing any items form someone else; it may be accidental or unintentional and can involve self-stealing (Craig, 2003). The wider categories of plagiarism include accidental, unintentional, and intentional. Accidental plagiarism is caused by lack of knowledge of plagiarism and awareness of the quotation or referencing style practiced. Unintentional plagiarism on the other hand happens because of the vastness of information available which influences thoughts and similar ideas can appear as one’s own through written or written expressions while intentional plagiarism is the deliberate act of copying complexly or part of someone else’s work. Burke and Bristor (2017) reported that in the survey conducted by the Center of Academic Integrity, results revealed that 40% of the students acknowledged to have committed plagiarism.
Summary of Chapters
Introduction: This chapter provides an overview of how the COVID-19 pandemic transition to online learning created new pressures and opportunities for academic dishonesty, while reviewing existing literature on cheating habits.
Plagiarism: This section defines plagiarism, explores its various forms and causes, and discusses student perspectives on why they resort to dishonest practices in their academic tasks.
Conclusion: This final section highlights the necessity of maintaining academic integrity through collaborative efforts between faculty and administration and emphasizes the need for a constructive approach focused on core ethical values.
Keywords
Academic integrity, COVID-19 pandemic, plagiarism, online learning, academic dishonesty, intellectual honesty, distance education, student behavior, ethical values, curriculum design, educational institutions, academic misconduct
Frequently Asked Questions
What is the fundamental focus of this paper?
The paper examines the decline of academic integrity during the COVID-19 pandemic, particularly how the shift to remote learning made it easier for students to engage in academic dishonesty.
What are the central themes discussed in the study?
The central themes include the prevalence of academic cheating, the different types of plagiarism, institutional challenges in detecting dishonesty, and the influence of student-teacher relationships on academic ethics.
What is the primary research goal of the author?
The goal is to analyze the reasons behind rising academic dishonesty and to propose constructive, value-based approaches that institutions can implement to restore academic integrity.
Which scientific methods or approaches are utilized?
The author utilizes a comprehensive literature review combined with critical reflection on student behaviors, personal observations, and pedagogical strategies for curriculum alignment.
What is covered in the main body of the work?
The main body covers the transition to online evaluation, the psychological and situational drivers of cheating, definitions and classifications of plagiarism, and specific pedagogical strategies to mitigate these issues.
Which keywords best characterize this work?
Key terms include academic integrity, plagiarism, online learning, academic dishonesty, and ethical values.
How does the author view the role of the teacher in preventing plagiarism?
The author suggests that teachers play a crucial role by maintaining close contact with students, providing consistent feedback, and clearly communicating the repercussions of dishonesty from the start of the course.
What unique perspective does the author offer regarding personal plagiarism?
The author provides a candid reflection on personal experiences with plagiarism, citing factors such as extreme time pressure and a lack of understanding of the subject matter as common student motivations.
How does the pandemic relate to the issue of distance in learning?
The author argues that online learning increases the "distance" between students and teachers, which aggravates feelings of isolation and contributes to an environment where academic misconduct is more likely to occur.
- Quote paper
- PhD Ariel San Jose (Author), 2021, Academic Integrity during COVID 19 Pandemic. A Student Perspective, Munich, GRIN Verlag, https://www.grin.com/document/1012391
