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Technology-Infused Education and Academic Integrity: Are They Compatible?
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Author(s): Michele T. Cole (Robert Morris University, USA), Louis B. Swartz (Robert Morris University, USA)and Daniel J. Shelley (Robert Morris University, USA)
Copyright: 2017
Pages: 22
Source title:
Exploring the New Era of Technology-Infused Education
Source Author(s)/Editor(s): Lawrence Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-5225-1709-2.ch015
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Abstract
This chapter explores the challenges of maintaining academic integrity in a technology-infused learning environment. The authors review recent findings from a qualitative study of students' views of academic integrity and the effect of technology on students' perceptions of ethical behavior in the online environment within the context of the earlier study which forms the core of the chapter (Cole, Swartz, & Shelley, 2014). Of the 42 graduate students participating in the qualitative study, all responded that ethical behavior should be equal if not higher in the online environment. These students also felt that while technology could facilitate dishonest behavior, it could also provide instructors with the tools to mitigate such behavior. These results are in contrast with those from the earlier studies in which students accepted that the differences in the two learning environments allowed for a more fluid, if not a lower, standard of behavior in the online environment.
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