Journal of Academic Ethics最新文献_第2页

Investigating the Interplay of Academic Dishonesty, Open Book Exams Perception, Preference, And Student Outcomes from The Self-Efficacy Theory Perspective 从自我效能理论的视角探究学术不端、开卷考试认知、偏好和学生结果之间的相互作用

IF 1.8

Journal of Academic Ethics Pub Date : 2024-08-05 DOI: 10.1007/s10805-024-09554-3

Lilian Anthonysamy, Parmjit Singh

{"title":"Investigating the Interplay of Academic Dishonesty, Open Book Exams Perception, Preference, And Student Outcomes from The Self-Efficacy Theory Perspective","authors":"Lilian Anthonysamy, Parmjit Singh","doi":"10.1007/s10805-024-09554-3","DOIUrl":"https://doi.org/10.1007/s10805-024-09554-3","url":null,"abstract":"This paper attempts to investigate various facets of the multi-layered dynamics of open-book exams, from student perceptions, preferences, academic performance and satisfaction, to the highly relevant issue of academic integrity. Unfortunately, despite some controversies regarding academic integrity and the repercussions of open-book exams, very few studies have directly investigated the relationship between satisfaction and perceived academic performance and preference in open-book exams. A survey of 250 students from both science and non-science disciplines randomly selected from one public university was conducted in Malaysia. An online survey was utilized to gather the data. Partial Least Squares-Structural Equation Modelling technique, a second-generation multivariate statistical model, was utilized to analyze the data that. This approach employs both PLS-SEM’s outer model and inner model. The findings indicate that open-book exams that do not undermine the overall academic standards are more likely to lead to students’ satisfaction. The high engagement levels might mediate this relationship by contributing to the perceptions of satisfaction. Additionally, the level of academic integrity was found to affect student satisfaction with the practice by moderating the relationship in the opposite direction. This study provides robust theoretical and practical implications on several interactions between the dependent variable of academic integrity, the mediating variable of student reaction, and the independent variable of student satisfaction and performance with open-book exams. This understanding is crucial for stakeholders as higher education’s organizational expectations continue to evolve and revolve around these variables to create a conducive learning paradigm.","PeriodicalId":45961,"journal":{"name":"Journal of Academic Ethics","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141932325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

ChatGPT or Gemini: Who Makes the Better Scientific Writing Assistant? ChatGPT 还是双子座：谁是更好的科学写作助手？

IF 1.8

Journal of Academic Ethics Pub Date : 2024-07-31 DOI: 10.1007/s10805-024-09549-0

Hatoon S. AlSagri, Faiza Farhat, Shahab Saquib Sohail, Abdul Khader Jilani Saudagar

{"title":"ChatGPT or Gemini: Who Makes the Better Scientific Writing Assistant?","authors":"Hatoon S. AlSagri, Faiza Farhat, Shahab Saquib Sohail, Abdul Khader Jilani Saudagar","doi":"10.1007/s10805-024-09549-0","DOIUrl":"https://doi.org/10.1007/s10805-024-09549-0","url":null,"abstract":"The rapid evolution of scientific research has created a pressing need for efficient and versatile tools to aid researchers. While using artificial intelligence (AI) to write scientific articles is unethical and unreliable due to the potential for inaccuracy, AI can be a valuable tool for assisting with other aspects of research, such as language editing, reference formatting, and journal finding. Two of the latest AI-driven assistants that have become indispensable assets to scientists are ChatGPT and Gemini (Bard). These assistants offer comprehensive support from literature review to journal suggestion, and they have the potential to revolutionize research. In the present study, a comprehensive set of queries and responses were designed to assess the capabilities of ChatGPT-3.5 and Gemini as scientific assistants. The results showed that Gemini achieved a perfect score of 100%, while ChatGPT-3.5 scored a less impressive 70%. Notably, ChatGP-3.5 fell short in specific areas that includes providing assistance with scientific paper explanations, exploring bibliographic databases, and formatting references. The qualitative assessment of responses also suggests that both the AI chatbots can be valuable tools for researchers, however, Gemini seems to be more appealing and accurate through the whole procedure of scientific writing. This work shall open new research dimensions in identifying adequate scientific utilization of the evolving AI tools and technologies, as embracing these advancements will be essential for staying at the forefront of scientific research.","PeriodicalId":45961,"journal":{"name":"Journal of Academic Ethics","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141865843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chegg’s Growth, Response Rate, and Prevalence as a Cheating Tool: Insights From an Audit within an Australian Engineering School Chegg作为作弊工具的增长、响应率和普遍性：澳大利亚工程学院审计的启示

IF 1.8

Journal of Academic Ethics Pub Date : 2024-07-31 DOI: 10.1007/s10805-024-09551-6

Edmund Pickering, Clancy Schuller

{"title":"Chegg’s Growth, Response Rate, and Prevalence as a Cheating Tool: Insights From an Audit within an Australian Engineering School","authors":"Edmund Pickering, Clancy Schuller","doi":"10.1007/s10805-024-09551-6","DOIUrl":"https://doi.org/10.1007/s10805-024-09551-6","url":null,"abstract":"Online tools are increasingly being used by students to cheat. File-sharing and homework-helper websites offer to aid students in their studies, but are vulnerable to misuse, and are increasingly reported as a major source of academic misconduct. Chegg.com is the largest such website. Despite this, there is little public information about the use of Chegg as a cheating tool. This is a critical omission, as for institutions to effectively tackle this threat, they must have a sophisticated understanding of their use. To address this gap, this work reports on a comprehensive audit of Chegg usage conducted within an Australian university engineering school. We provide a detailed analysis of the growth of Chegg, its use within an Australian university engineering school, and the wait time to receive solutions. Alarmingly, we found over half of audit units had cheating content on Chegg is broadly used to cheat and 50% of questions asked on Chegg are answered within 1.5 h. This makes Chegg an appealing tool for academic misconduct in both assignment tasks and online exams. We further investigate the growth of Chegg and show its use is above pre-pandemic levels. This work provides valuable insights to educators and institutions looking to improve the integrity of their courses through assessment and policy development. Finally, to better understand and tackle this form of misconduct, we call on education institutions to be more transparent in reporting misconduct data and for homework-helper websites to improve defences against misuse.","PeriodicalId":45961,"journal":{"name":"Journal of Academic Ethics","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141865844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

ChatGPT Unveiled: Understanding Perceptions of Academic Integrity in Higher Education - A Qualitative Approach ChatGPT 揭开面纱：了解高等教育中对学术诚信的看法--一种定性方法

IF 1.8

Journal of Academic Ethics Pub Date : 2024-07-30 DOI: 10.1007/s10805-024-09543-6

Silva Karkoulian, Niveen Sayegh, Nadeen Sayegh

{"title":"ChatGPT Unveiled: Understanding Perceptions of Academic Integrity in Higher Education - A Qualitative Approach","authors":"Silva Karkoulian, Niveen Sayegh, Nadeen Sayegh","doi":"10.1007/s10805-024-09543-6","DOIUrl":"https://doi.org/10.1007/s10805-024-09543-6","url":null,"abstract":"The purpose of this research is to gain a complete understanding of how students and faculty in higher education perceive the role of AI tools, their impact on academic integrity, and their potential benefits and threats in the educational milieu, while taking into account ways to help curb its disadvantages. Drawing upon a qualitative approach, this study conducted in-depth interviews with a diverse sample of faculty members and students in higher education, in universities across Lebanon. These interviews were analyzed and coded using NVivo software, allowing for the identification of recurring themes and the extraction of rich qualitative data. The findings of this study illuminated a spectrum of perceptions. While ChatGPT and AI tools are recognized for their potential in enhancing productivity, promoting interactive learning experiences, and providing tailored support, they also raise significant concerns regarding academic integrity. This research underscores the need for higher education institutions to carefully navigate the integration of AI tools like ChatGPT. It calls for the formulation of clear policies and guidelines for their ethical and responsible use, along with comprehensive support and training. This study contributes to the existing literature by presenting a comprehensive exploration of the perceptions of both students and faculty regarding AI tools in higher education, through a qualitative rich approach. By delving into the intricate dynamics of ChatGPT and academic integrity, this study offers fresh insights into the evolving educational landscape and the ongoing dialogue between technology and ethics.","PeriodicalId":45961,"journal":{"name":"Journal of Academic Ethics","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141865908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining the Utility of an Extended Theory of Planned Behavior (TPB) on Academic Dishonesty among Undergraduates 研究扩展的计划行为理论（TPB）对大学生学术不端行为的效用

IF 1.8

Journal of Academic Ethics Pub Date : 2024-07-30 DOI: 10.1007/s10805-024-09548-1

Adesile Moshood Imran, Suhaila Hussien, Aisha Salim Alaraimi

{"title":"Examining the Utility of an Extended Theory of Planned Behavior (TPB) on Academic Dishonesty among Undergraduates","authors":"Adesile Moshood Imran, Suhaila Hussien, Aisha Salim Alaraimi","doi":"10.1007/s10805-024-09548-1","DOIUrl":"https://doi.org/10.1007/s10805-024-09548-1","url":null,"abstract":"This cross-sectional study investigated the efficacy of an extended theory of planned behavior in predicting academic dishonesty among students of higher education. The participants comprised 328 undergraduates drawn from Nigerian and Malaysian public universities. Existing measures were adapted and validated using Cronbach’s alpha statistics and confirmatory factor analysis approach. The fit statistics of the extended model (χ2/df = 2.08, CFI = .926, and RMSEA = .057) were adequate. Findings revealed that academic dishonesty, especially cheating, was common in the sampled population. The key psychological factors contributing to this problem were positive attitude towards the conducts, lack of strict sanctions against the conducts, and a perceived self-confidence of some students to cheat successfully. Another strong factor was the belief that intellectual material is “public property.” The modified model was not gender-bias, suggesting that the underpinning factors were similar irrespective of the gender-type of the students. Hence, a unified, non-gender discriminating approach will be effective in planned actions towards reversing the trend.","PeriodicalId":45961,"journal":{"name":"Journal of Academic Ethics","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141865842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Navigating the Challenges of Academic Publishing: Towards Equitable and Transparent Practices 应对学术出版的挑战：实现公平透明的做法

IF 1.8

Journal of Academic Ethics Pub Date : 2024-07-29 DOI: 10.1007/s10805-024-09556-1

Marián Sekerák, Michaela Šmídová

引用次数: 0

Correction: Citation Ethics: An Exploratory Survey of Norms and Behaviors 更正：引用道德：规范与行为的探索性调查

IF 2.2

Journal of Academic Ethics Pub Date : 2024-07-25 DOI: 10.1007/s10805-024-09553-4

Samuel V. Bruton, Alicia L. Macchione, Mitch Brown, Mohammad Hosseini

引用次数: 0

Training to Act FAIR: A Pre-Post Study on Teaching FAIR Guiding Principles to (Future) Researchers in Higher Education FAIR 行动培训：向高等教育中的（未来）研究人员传授 FAIR 指导原则的前后期研究

IF 1.8

Journal of Academic Ethics Pub Date : 2024-07-24 DOI: 10.1007/s10805-024-09547-2

Julia Priess-Buchheit, Noémie Hermeking, Thomas W. D. Möbius

{"title":"Training to Act FAIR: A Pre-Post Study on Teaching FAIR Guiding Principles to (Future) Researchers in Higher Education","authors":"Julia Priess-Buchheit, Noémie Hermeking, Thomas W. D. Möbius","doi":"10.1007/s10805-024-09547-2","DOIUrl":"https://doi.org/10.1007/s10805-024-09547-2","url":null,"abstract":"The scientific community has tried to implement the FAIR guiding principles to foster open science actions in data-driven research in higher education since 2016. However, what strategies work and do not in fostering open science actions still need to be determined. This article is the first step to closing this research gap by examining one strategy, the effectiveness of FAIR training in higher education. With a pre-post test design, the study evaluates the short-term effectiveness of FAIR training on students’ scientific suggestions and justifications in line with FAIR’s guiding principles. The study also assesses the influence of university legal frameworks on students’ inclination towards FAIR training. Before FAIR training, 81.1% of students suggested that scientific actions were not in line with the FAIR guiding principles. However, there is a 3.75-fold increase in suggestions that adhere to these principles after the training. Interestingly, the training does not significantly impact how students justify FAIR actions. The study observes a positive correlation between the presence of university legal frameworks on FAIR guiding principles and students’ inclination towards FAIR training. The study underscores the training potential in driving the transition towards open science actions in higher education and shows how much university legal frameworks can push toward such training. Students rate FAIR training as very useful and satisfactory. Important learning factors in effective FAIR training seem to be creating a safe space, letting students contribute, and encouraging students to engage in the training. However, the study also reveals the need for further training improvement, particularly in enhancing students’ ability to justify FAIR actions.","PeriodicalId":45961,"journal":{"name":"Journal of Academic Ethics","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141771195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing the Chemistry ‘Cookbook’ Culture – Caribbean Tertiary Students’ Perceptions of Plagiarism in General Chemistry I Laboratory Reports 评估化学 "食谱 "文化--加勒比高校学生对普通化学 I 实验报告中剽窃行为的看法

IF 2.2

Journal of Academic Ethics Pub Date : 2024-07-16 DOI: 10.1007/s10805-024-09546-3

Kenesha Wilson, Jobila Sy, Kamilah Hylton, N. Guthrie-Dixon, Tony Myers

引用次数: 0

Signs of Dysconscious Racism and Xenophobiaism in Knowledge Production and the Formation of Academic Researchers: A National Study 知识生产和学术研究人员培养过程中的种族主义和仇外心理迹象：一项全国性研究

IF 1.8

Journal of Academic Ethics Pub Date : 2024-07-13 DOI: 10.1007/s10805-024-09545-4

Dina Zoe Belluigi

{"title":"Signs of Dysconscious Racism and Xenophobiaism in Knowledge Production and the Formation of Academic Researchers: A National Study","authors":"Dina Zoe Belluigi","doi":"10.1007/s10805-024-09545-4","DOIUrl":"https://doi.org/10.1007/s10805-024-09545-4","url":null,"abstract":"The relation of social ethics to knowledge production is explored through a study about academic research enquiry on minoritised and racialised populations. Despite social change related to migration and ethnicity being a feature of contemporary Northern Ireland, local dynamics and actors seemed under-studied by its research-intensive ‘anchor universities’. To explore this, a critical discourse analysis of published research outputs (n = 200) and related authors’ narratives (n = 32) are interpreted within this paper through conceptualisations of consciousness. Insiders’ perspectives on the influences and structures of the research journey demonstrate the ways in which research cultures (mis)shape the politics of representation, authorship and ethicality. Societal and political disregard for the new publics, reproduced within universities’ hidden curriculum, has been negotiated and to some extent resisted in the research practices of those marginalised (such as women academics), those entering the system (migrant academics), and those local-born whose referential frames were developed external to local universities. Of concern is that the few research enablers were characterised by techno-rationality and doublespeak, impoverishing the depth of theorisation, complexity and intellectual debate necessary for challenging the existing dysconscious racism and xenophobiaism of the social imaginary.","PeriodicalId":45961,"journal":{"name":"Journal of Academic Ethics","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141608450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0