Students' Perspectives of the Influence of Web-Enhanced Coursework on Incidences of Cheating
Students' Perspectives of the Influence of Web-Enhanced Coursework on Incidences of Cheating
复制标题
学生对网络增强课程对作弊事件影响的看法
DOI：
10.1021/ed083p1368
复制
发表时间：
2006
影响因子：
3
通讯作者：
P. Charlesworth
中科院分区：
文献类型：
--
作者：
Chelley Vician;D. Charlesworth;P. Charlesworth
WebCT和Blackboard等在线课程管理系统为教师和学生提供了实现学术自由的新机会。这种自由带来了滥用的可能性，许多教师认为这将表现为作弊水平的提高。本研究调查学生对作弊的定义，学生作弊的原因，以及他们对课程管理系统对一年级化学课程作弊水平的影响的看法。我们的研究结果表明，学生定义的作弊主要是复制或接收来自另一个学生的答案。作弊的主要原因包括缺乏动力、绝望和获得好成绩的压力。统计分析显示，虽然平均成绩在2.4-3.0之间的学生更有可能在作业中作弊，但学生们不相信课程管理系统会对网络增强课程中发生的作弊水平产生任何重大影响。
Online course management systems, such as WebCT and Blackboard, provide instructors and students with new opportunities for academic freedom. With this freedom comes the potential for abuse, which many instructors believe will manifest itself as increased levels of cheating. This paper investigates what students define as cheating, why students cheat, and their perceptions of a course management system's effect on the level of cheating in a first-year chemistry program. Our results suggest that students define cheating primarily as copying or receiving answers from another student. The primary reasons for cheating include lack of motivation, desperation, and the pressure to obtain good grades. Statistical analyses show that although students with a grade-point average in the range of 2.4–3.0 were more likely to cheat on assignments, students do not believe a course management system will have any significant impact on the level of cheating that occurs in a Web-enhanced course.