FACTORS RELATED TO THE PERCEPTIONS OF ACADEMIC HONESTY

Topic: WHO’S CHEATING? FACTORS RELATED TO THE PERCEPTIONS OF ACADEMIC HONESTY ACROSS CAMPUS-BASED AND ONLINE COLLEGES AND UNIVERSITIES

Revision comments- Changes are not visible on editing the paper.
– The majority of the references (at least 60-70% of them) should be changed to the up to date ones (not older than 5 years) – that is very important!
– Conclusion should be added to one of the discussions.
Please read the instructions once again very carefully.
DescriptionMy doctoral manuscript is several years old since I was on a leave of absence from my university for medical reasons. Chapter 5 is not yet written. The university rule is that references should not be greater than 5 years. The main theory I used is Ajzen. I suppose that this must remain referenced as is. I have attached the university guidelines on writing the dissertation manuscript entitled ‘Quantitative Dissertation Checklist.’ I have also attached the manuscript Chapters 1-4.
1) Please update all references in Chapters 1-3.
2) Please edit the papers to be sure that all points referenced in the checklist have been appropriately addressed in the manuscript.
When this project is completed to my satisfaction, I will create a second project, to write Chapter 5 – Discussion. Below is the abstract:Academic dishonesty is a widespread phenomenon in higher education. Rates of cheating and academic dishonesty among students have been increasing over the years with the rate of cheating above 75% at many higher education institutions. Previous research has indicated that academic dishonesty poses a challenge for institutions of higher education. This is especially true in an online distance education environment where technology and assessment at a distance may afford students innovative and easier ways to cheat. Often studies on academic dishonesty among higher education students involve campus-based college-aged students. Only recently has research examined the extent that students cheat in online courses. However, there remains a significant gap in the current literature regarding the examination of beliefs about cheating among adult learners in an online learning environment. The purpose of the proposed quantitative study is to assess the attitudes and perceptions toward academic dishonesty of campus-based and online distance education students. Ajzen’s theory of planned behavior will serve as a theoretical framework for this study. A survey instrument entitled Student Academic Honesty Survey (SAHS) was developed using items from two existing and validated survey instruments to measure student perceptions regarding academic dishonesty. The SAHS will be made available to two populations; online distance education course delivery students using at Walden University and other schools using SurveyMonkey ™ online software; and campus-based course students from Florida Atlantic University, between the ages of 18 and 59 years, Findings from this research would contribute to the existing literature by providing insight into student perceptions of academic dishonesty. This would aid educators and school administrators in developing strategies to find solutions to a problem that threatens the integrity of higher education including online distance education. This information would also be useful in facilitating social change by fostering efforts to promote and sustain academic integrity in the growing area of online distance education course and program delivery.
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