Cheating In Online College Classes: A Virtual :ic

Academic dishonesty is the use of unauthorized assistance with the intent to deceive an instructor. Academic dishonesty includes behaviors like cheating, plagiarism, and fabrication. Cheating is the use of materials, information or notes that are not authorized by the instructor. Plagiarism is the act of claiming or using someone’s own words or ideas and using them as your own without giving them credit. Fabrication involves falsifying information or data.

A study done in Source E shows that there are only eight percent of students that would turn in a fellow student for cheating. If that sort of dishonesty becomes rampant in a school, the honor codes can no longer be upheld properly. The honesty of students is key to the success of honor codes. If a student is dishonest about the misbehavior of another student, then the honor code goes to waste, because now the cheating has not been taken care of by the justice of the honor system. There is no foreseeable remedy for such behavior, and there will always be a “bad apple to ruin the bunch.”

Academic honesty, expected of every student, is essential to the process of education and to upholding high ethical standards. Cheating, including plagiarism, inappropriate use of technology, or any other kind of unethical or dishonest behavior, may subject the student to severe academic penalties, including dismissal.All work submitted for evaluation in a course, including tests, term papers, and computer programs, must represent only the work of the student unless indicated otherwise. This includes homework, essays, theses, and creative projects.Material taken from the work of others must be acknowledged. Materials submitted to fulfill requirements in one course may not be submitted in another course without prior approval of the instructor.

In “Cheating in Online Classes is Now Big Business,” Derek Newton addresses the issue of cheating in online courses and proposes some avenues to explore in order to fight against it. There are businesses, agencies, and entrepreneurs who offer to take student’s online classes for them. Newton shares his findings from contacting one of these businesses that provide tutors to take online classes for their clients, even going as far as taking on their identities. Newton found that for a given price, he could not only have someone take his online class for him, but with a guaranteed high grade. Newton explains that with online education growing so do these businesses. Newton proposes that colleges should employ more interaction between the professors

Cheating is generally known as an unethical and considered as a wrong act of student in school environment. There are many forms of cheating that students use during both on and off campus. Some student might copy the homework solutions from a classmate, copy the answers from someone’s exam paper, or using electronic devices to look up for the answers or share the answers with their classmates during the exam (Cromwell, 2006). Most of the time, cheating is believed to be an immoral act in any forms. People who choose to cheat might come up with their excuses like they are too busy to review for the exam or the exam reviews are too overwhelmed or vague for student to revise, etc. However, in my opinion, no matter how good the excuses are, it is still crucial to have some sort of methods to prevent cheating in college by any means, especially in the eSCM program.

opportunities online classes produce, one may ask, “should professors who suspect student dishonesty confront and report those students” (Coleman, pg 29). One could argue that with a lot of resources which encourage cheating, professors should be expecting students to cheat and therefore they should not report the student. However, the professors may argue that dishonesty is not acceptable in any class whether it is administered online or in class and therefore any form of dishonesty detected should be dealt with accordingly. By allowing dishonesty, the students may not learn anything from the class and will continue to submit work that does not belong to them which means they are not being graded on what they know but on what someone else knows.

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Technology is rapidly evolving and changing, and as a result of the increasing availability and propagation of several forms of technology, academic dishonesty cases in every college and university have greatly multiplied and become a global issue. The issue on cheating behaviors in students is so pervasive and uncontrollable that it is almost considered as commonplace (Arhin & Jones, 2009). One of the hardest challenges for educators is knowing how and when to discipline their students. In the given scenario, there are several issues to take into account; the first and foremost being the issue of academic dishonesty. Academic dishonesty is defined by the Webster dictionary as the intentional participation in deceptive practices regarding one’s academic work or the work of another (Faucher & Caves, 2009). Jones (2011) states that many institutions of higher education have adopted academic dishonesty policies, instituted academic integrity tutorial completion prerequisites for next term registration, and acquired plagiarism software detection tools. They go on to say that within the past few years, high-tech cheating is gradually replacing the simple cut-and-paste cheating, and educators must be proactive and develop instructional strategies that integrate all facets of appropriate digital citizenship, that is, digital ethics. By implementing these academic dishonesty and integrity policies and making them attainable to

Downloading papers from the Internet, combined with the upsurge of other incidents of cheating, has been a growing concern for the future of academic integrity in higher education.

Any form of cheating is a form of dishonesty. It is an act of accomplishing something in an unethical behavior. Cheating is used in any kinds of exams, especially college exams. Does it really happen? Sure it does. We argue that many college students cheat during examinations because of several reasons. They can be nervous that is why they cheat, it can also be a reason of time management wherein some college students also work while taking time to attend school classes or, maybe they are just lazy enough to study ahead of examination date. There are a lot of reasons why cheating on college exams happens and along with it, there are numerous effects out of cheating.

More adolescents each year are pushed away from loyal work and into digital cheating. Leading to all kinds of phenomenons of cheating are only approached by shortcuts that students consider the fleeting way to pass an academic course. High school and college undergraduates should not be tempted to benefit from fraudulent actions such as cheating in education courses because they will lack beneficial real world skills and knowledge for their career field.

opportunities online classes produce, one may ask, “should professors who suspect student dishonesty confront and report those students” (Coleman, pg 29). One could argue that with a lot of resources which encourage cheating, professors should be expecting students to cheat and therefore they should not report the student. However, the professors may argue that dishonesty is not acceptable in any class whether it is administered online or in class and therefore any form of dishonesty detected should be dealt with accordingly. By allowing dishonesty, the students may not learn anything from the class and will continue to submit work that does not belong to them which in actual fact means they are not being graded on what they know but on what someone else knows.

McCabe has said that an estimated seventy percent of college students have admitted to some type of cheating. He supports this claim by saying that the parties to blame here is the school system and the media. HBU defines academic dishonesty to when a student cheats or steals someone’s work and passes it as their own among these are a list of actions that count for academic dishonesty. Some examples being brought up about dishonesty is how in the NFL saw past the deflating incident in the Super Bowl were it seems like the media praised the player for his actions (Loschiavo). Therefor, students think it is correct to do be dishonest in their class work.

Academic misconduct is a very sensitive issue and my personal views have oscillated during my scholastic activities. Since childhood parents instill good virtues such as don’t lie, don’t cheat, don’t misuse and don’t break trust amongst other morals. Academic integrity is intrinsically against all the principles we were brought up on, then why is it so common? Is it partly because we don’t categorize plagiarism as cheating or is it because of the prevalent occurrences: that everybody does it so why not me? The answers vary depending on type of dishonesty, for example deliberate deception when using a person’s distinct ideas or words without acknowledgment should be far greater offense than students working on a homework assignment who don’t realize they are indulging in misconduct.

The most common justification for a loss of academic integrity is “Everyone does it.” An appropriate response this justification is cheating and/or plagiarism is never the answer no matter what the situation is whether it shall be copying homework from a friend to full blown taking the homework right off of the internet. In an article it says, “Research studies by Schab in 1969 and 1989 have shown that cheating behaviors have doubled from 1969, when 34 percent of students at the University of Georgia admitted to cheating, to 1989, when 68 percent of students at the same university admitted to cheating.”  Even though the students are admitting to cheating  does not mean it is right because they are still doing the wrong thing. And yes they