Academic Honesty GEN 105 February 27, 2011 Academic Honesty The first article I read was Academic Dishonesty in Traditional and Online Classrooms: Does the “Media Equation” Hold True, by Erik w. Black, Joe Greaser and Kara Dawson, published in December 2008. I found it in the EBSCOhost database using the keywords academic honesty and online. The article is also peer reviewed. The issues related to academic honesty in this article are that there is not many statistics of cheating in online courses as there is in face-to-face education. So it makes it hard to know if the students cheat more in online education.
I agree with what Graff says and also agree when he says, “The challenge, as a college professor Ned Laff has put it, “is not simply to exploit students’ nonacademic interests, but to get them to see those interests through academic eyes” (p.302). I strongly believe this is true, I wish teachers would really take this into consideration. The author also reminds us of his own adolescent experience. Graff was anit-intellectual as a young student until he entered college. Graff disliked books very much and only cared for sports.
Many teachers do not like “catching plagiarists and bringing them to academic justice.” As she states, it is not hard to just cite the author that originally had the information you are using (Bojar). Plagiarism is becoming a big problem in the school system. Many students do not understand what needs to be cited and what does not. The school system should teach students the proper way to cite, and they should teach them that copy and pasting is not writing a paper. According Bojar to students at the community college have a hard time juggling classes along with his or her family and a job.
A large concern to some students may have when considering attending college online is the fact that it may be harder to get personal help and learn the material through your professor. Without having any physical interaction with your professor, some hands on learners may struggle more than the students who learn well from reading the material on their own. The professor in online schools can still be very helpful; the students just have to take the initiative to ask for help when they need it. When attending a college on campus, some universities require their students to attend all classes, while others leave it as an option. It is
In her essay “Gender in the Classroom,” Deborah Tannen uses her own experiences as a college professor, the experiences of other professors, her research and writing, and the work of other social scientists to discuss why students behave differently from each other in the classroom. She concludes that three factors affect how students behave: (1) gender, (2) nationality and (3) past educational experiences. Gender plays a big role inside a classroom. Tannen explains that gender affects peoples behavior in different ways. She states, “So one reason men speak in the class more than women is that many of them find the 'public' classroom setting more conductive to speaking, whereas most women are more comfortable speaking in private to small group of people they know well” (227)Accoriding to her statement men are more outspoken then women since they rather speak in small groups.
Owing to the difference between the two forms of learning, individuals often debate upon the effectiveness between the traditional and the distance forms of learning in allowing students to achieve success. Research Question/Objectives: From my personal experience with distance learning through on-line courses, I realize the frustration involved with learning individually as opposed to learning the presence and aid of an instructor. Therefore, an investigation of the key disadvantages of on-line learning will allow me to identify the root causes for the difficulties I encounter with distance learning. Furthermore, I will attempt to link the key causes of difficulties with distance learning in an attempt to demonstrate the ineffectiveness of distance learning in educating individuals. Nijiaowozenmecai Method: I started thinking about my topic after class at home with several choices.
In “Calling a University Virtual Creates an Actual Oxymoron,” Marilyn Kassar argued that “A university education involves, among all other things, debate, discussion, and an exchange of ideas among classmates and professors, both inside and outside the classroom” (Karras 180). Karras points out the fact that students who attend class traditionally are more involved with the course, where as online educators are not. Involvement in class debates, discussion, and exchange of ideas among classmates and professors causes students
Moreover, students do not try to proof read their assignment before they hand it out. Besides he complained about students pay less attention on proof reading, he criticizes that students always try to copy and paste the original work from the Internet. He understands that technology can help everyone, and it makes human’s life efficiently. However, he thinks human should not apply their material which find on the Internet because some of those resource are very fundamental. At last, he believes that libraries and instructors should be responsible for teaching students how to do their research by using books to leads them have enthusiasm on their studies.
While this article had little to no bearing on this paper on hand, it gave some interesting information-- what a student would most likely cheat at. Students were more likely to cheat on an exam or test more than a homework assignment or even a long-term project or typed paper. Logically, I would assume a student would be more likely to cheat on something that would cost them a huge part of their grade if he or she were to do poorly on it. However, I do not know if this applies to college students, but the article hints that most students maintain the same way of thinking even through college. The next article came from the Journal of Interactive Online Learning, a short titled "Perceptions of Academic Honesty in Online vs. Face-to-Face Classrooms" by Michael Spaulding, professor at the University of Tennessee–Martin.
Firstly, mandatory volunteering takes the student's time and makes their life more complicated. Needless to say, the students have to meet academic requirements if the university or college where they study. However, a lot of problems emerge like the lack of time for doing home assignments or extreme tiredness while doing simultaneously mandatory volunteering and studying. Secondly, mandatory volunteering does not meet the conditions of democracy. According to the constitution of most countries, everyone has rights to do or not to do anything what he or she wants.