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Technology-Infused Education and Academic Integrity: Are They Compatible?

Technology-Infused Education and Academic Integrity: Are They Compatible?

Michele T. Cole, Louis B. Swartz, Daniel J. Shelley
Copyright: © 2017 |Pages: 22
ISBN13: 9781522517092|ISBN10: 152251709X|EISBN13: 9781522517108
DOI: 10.4018/978-1-5225-1709-2.ch015
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MLA

Cole, Michele T., et al. "Technology-Infused Education and Academic Integrity: Are They Compatible?." Exploring the New Era of Technology-Infused Education, edited by Lawrence Tomei, IGI Global, 2017, pp. 241-262. https://doi.org/10.4018/978-1-5225-1709-2.ch015

APA

Cole, M. T., Swartz, L. B., & Shelley, D. J. (2017). Technology-Infused Education and Academic Integrity: Are They Compatible?. In L. Tomei (Ed.), Exploring the New Era of Technology-Infused Education (pp. 241-262). IGI Global. https://doi.org/10.4018/978-1-5225-1709-2.ch015

Chicago

Cole, Michele T., Louis B. Swartz, and Daniel J. Shelley. "Technology-Infused Education and Academic Integrity: Are They Compatible?." In Exploring the New Era of Technology-Infused Education, edited by Lawrence Tomei, 241-262. Hershey, PA: IGI Global, 2017. https://doi.org/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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