Academic Dishonesty 10 Essay Example
Academic Dishonesty 10 Essay Example

Academic Dishonesty 10 Essay Example

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  • Pages: 12 (3048 words)
  • Published: October 1, 2017
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Academic dishonesty can be represented by cheating.

The ethical dilemma that students face, despite their efforts to maintain honesty, is becoming more widespread across educational institutions from high schools to universities. This quote adapted from the soliloquy in Shakespeare's Hamlet captures this issue. The enticing environment created by technology has had a beneficial impact on many people's lives, including students.

While contemporary technology has led to an increase in academic misconduct, it also offers solutions to address this issue. In Western culture, education is highly valued and encourages students to strive for success during their time at higher education institutions.

Academic dishonesty, which includes cheating and plagiarism as means of evading academic standards, has been exacerbated by the misuse of technology. To ensure that honest students are not at a disadvantage, urgent measures must be taken by academic inst


itutions against these unethical activities. Cheating, plagiarism, and collusion all lead to undermining the integrity of educational institutions and devaluing learning for everyone involved (Nelson, 2006). Cheating is defined as using information or study materials without permission or knowledge from the instructor.

The existence of various academic dishonesty forms includes copying from another person during a test, using unauthorized notes during an exam, or allowing someone else to take a test on behalf of oneself. Plagiarism is considered theft because it involves the utilization of someone else’s words or ideas without proper attribution. Collusion occurs when a student knowingly supports any form of academic fraudulence. According to Duke University's Center for Academic Integrity study, over 70 percent of 50,000 college and 18,000 high school students in the United States acknowledged cheating rates significantly increasing in the last decade; thi

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is up from approximately 56 percent in 1993 (Vencat, 2006). Additionally, new electronic gadgets continue to be introduced into today's society.

The use of mobile phones, personal digital assistants (PDAs), and computers with internet access has revolutionized information access and communication. This digital renaissance enables global sharing of experiences and dissemination of ideas. However, these technologies have potential negative consequences such as increased academic dishonesty including plagiarism and cheating. Mobile phones, PDAs, and the internet are frequently used for academic deceit, particularly due to the ubiquity of mobile phones in modern society. (Cox, 2006)

According to KiplingerForcasts (2005), a majority of American households possess a cellular device, with the percentage projected to increase to over 80% by 2010. The widespread use of mobile phones has resulted in various cellular issues, as noted by Cox (2006).

Academic dishonesty has become widespread with the use of mobile phones. Unethical students surreptitiously capture images of tests using the cameras on their mobile devices, as reported by Cox in 2006. These images are then distributed through various means, such as direct sending to friends' phones or being posted on websites for anyone to access. The compactness and sophistication of cell phone cameras makes it difficult to detect this cheating method. Additionally, cheating through text messaging has also become prevalent in academics.

Students are utilizing various features of their mobile phones to aid in test-taking. They can seek assistance from friends by requesting answers through text messaging, or they can save test questions in messages to share with classmates later. In addition, students have the ability to access the internet from their cell phones, which provides unlimited search capabilities during exams (Meilke, 2006).

According to

Meilke (2006), in 2005, the Qualifications and Curriculum Authority of England recorded over 4,500 instances of student malpractice in exams. More than 1,100 of these were linked to smuggled mobile phones, which enabled pupils to not only "Google" answers but also seek help from friends via email during tests.

Hayman (2005) reported that a "techno sting" conducted at the University of Maryland uncovered twelve students who were cheating; some confessed to using cell phones in their scheme. To prevent cheating, certain institutions have either prohibited the use of cell phones or employed detection equipment. While it may not be feasible or permissible to implement search and jamming devices in classrooms, covert mobile phone usage can still be detected. The Mobifinder is capable of detecting specific types of mobile phones and will emit an audible alert when they are being used within proximity (Business Week, 2001).

The prevalence of plagiarism in students has significantly risen due to the widespread use of computers and the Internet. While these technologies provide access to vast information, they also offer an easy way for students to cheat. According to Education Week's survey, 54% of students confessed to plagiarizing using online sources. Moreover, there are several websites where pre-written research papers are available, making cheating even more effortless. Instructors previously detected plagiarism by identifying work lacking a student’s distinct style or with advanced language usage. However, currently, some websites can create custom papers tailored for individual students.

The process of customizing a paper to fit a student's proficiency can be accomplished by utilizing their prior work as examples. Nowadays, purchasing papers on the internet is just as effortless as ordering pizza and provides comparable

ease (Laird, 2001). Nonetheless, research conducted by Duke University's Center for Integrity that surveyed 50,000 students revealed that 75% of respondents did not consider copying from online sources a significant issue (Barlow, 2006). Not only is it easy to obtain research papers via the internet but there is also an abundance of information accessible which may lead students to submit other people's work as their own. "Such bounty, free for the taking, seduces us to step over the line of self-regulation" (Laird, 2001).

With the advent of the PC, students can preserve their work electronically without limits. Previously, to claim a peer's research as their own, a student would have had to manually retype it, whereas now they can simply transfer and reprint it. Websites such as have also enabled students to outsource computer programming tasks to experienced programmers in India. Studies conducted in the UK found that Rentacoder accounted for 12% of business in this area.

According to Morton and Tarica (2006), students sought an alternative to doing their own university work by using com, a website offering software programming contracts for as low as $15. The Internet remains the primary tool for plagiarists and an arms race among plagiarism prevention and research paper production websites will continue until the problem of cheating and plagiarism is addressed at an academic or social level. Additionally, the personal digital assistant (PDA) has been successful in connecting students with information due to its small size and processing power, making it a popular choice for potential cheaters.

PDAs were initially praised as a productivity tool, but their potential for cheating was also quickly recognized. They can now be used for

educational purposes such as loading entire courses and receiving ideas for in-class essays through linked services. Additionally, classic novel summaries can be beamed to the devices (Vencat, 2006). Electronic Gaming Monthly acknowledged in initial reviews that the PDA could easily facilitate cheating on tests (Shroeder, 1995).

Some top institutions have embraced the use of PDAs, allowing students to browse the Web during exams, which some refer to as "legalized cheating." Supporters argue that this helps students develop valuable research skills (Vencat 2006). However, opponents believe that relying on devices like PDAs to cheat devalues the college degree and does not encourage learning (Kliener; Lord, 1999). Overall, allowing PDAs in the classroom during tests can help prepare students for successful careers in the real world while also promoting learning for learning's sake.

According to Vencat (2006), enabling the use of a PDA emulates authentic research. Although the mobile phone has replaced the PDA as the leading tool for cheating in classrooms, the PDA remains extensively used due to its storage and search capabilities, akin to those of a PC. To deter academic dishonesty, students should be taught about academic conduct standards.

It is not uncommon for dishonest practices to arise due to a lack of understanding regarding the characteristics that determine academic dishonesty. To prevent this from happening, instructors should allocate sufficient time at the start of each term to thoroughly explain the guidelines for academic conduct and scholarship. This will enable students to gain an understanding of what is deemed as acceptable and unacceptable behavior. Detailed instruction regarding plagiarism and cheating should also be given, both verbally and in writing, to provide specific guidance.

Informing students about performance

standards and regularly reviewing their progress throughout the term can be helpful. It's also important for instructors to observe their students for signs of stress and direct them to campus resources for tutoring or counseling services if needed (Gross-Davis, 2006). Based on personal experience, the demands of balancing college, personal responsibilities, and employment needs can contribute to stress for college students. Additionally, academic pressure to excel and achieve honors such as being on the Dean's list, as well as social pressure to conform to peer expectations, can be additional burdens.

One possible scenario where a student may succumb to peer pressure is if they are urged to join a college club, team, or committee that would consume even more of their already busy schedule. It is crucial for educational institutions to not only educate their students on academic standards but also to have open discussions on the negative implications of cheating and its consequences. Some institutions grant instructors the power to impose penalties for cheating, which can range from a simple reprimand, additional work, re-examination, a grade deduction, or even exclusion from the course. Furthermore, the institution may also opt to administer further sanctions such as written warnings or disciplinary probation (Nelson, 2006, ¶ 21). Students need to be reminded that plagiarism and cheating are unethical, demoralizing, and disrespectful to humanity (Nelson, 2006, ¶ 23). Every student must realize that the institution will not tolerate any acts of dishonest behavior; anyone caught engaging in such activities will face severe disciplinary action that could even lead to expulsion from school.

An effective measure in addressing dishonesty in schools is reducing the opportunities for conventional or digital plagiarism

or cheating. Educators can reduce student anxiety towards writing by analyzing the writing process with them and incorporating short, in-class exercises to develop their writing skills. To further ensure quality papers, teachers can require students to submit a preliminary draft and subsequent revisions. During test-taking situations, proctors can monitor student activities by periodically walking around the room and seating students randomly with their belongings on the floor. As mentioned earlier, instructors face an evolving challenge in preventing students from utilizing the plethora of electronic cheating methods readily available.

Despite the increasing prevalence of cheating and plagiarism facilitated by technology (Barlow, 2006), some instructors who acknowledge this issue (Gross-Davis, 2006) can actually prevent potential cheaters. While some institutions have employed technological countermeasures against cheating (Vencat, 2006), other schools and educators have opted for educating students to deter the problem of cheating and plagiarism.

Despite the implementation of severe penalties as a solution to academic cheating, there exist ways and means to minimize or discourage cheating using technology. One such method is through the use of, a website that helps prevent plagiarism. Disseminating disinformation through the internet is another effective approach, as well as the employment of electronic cages as a means of deterrence.

The accessibility of electronic texts has greatly facilitated academic cheating among students. However, internet plagiarism has been countered by modifying technology (Sheridan, 2005). Various sites exist today that evaluate submitted papers for plagiarism. This means that teachers no longer have to rely on recognition of their students’ writing styles or the extent of their vocabulary to spot instances of plagiarism (Niell, 2006).

The primary website for checking plagiarism is, which examines approximately 70,000 papers

per day submitted by high schools and universities (Niell, 2006).

The Plagiarism Checker at University of Phoenix uses the website, which is also utilized by other institutions at a rapid rate. The service creates a unique digital fingerprint of submitted papers and compares it to a database.

The technology for scoring papers and adding them to a plagiarism database, developed by Sheridan (2005), is a remarkable way to promote academic integrity. However, there are two concerns regarding this service. Firstly, the foundation of academic honesty lies on the honor code, which is established on trust.

According to McCarroll (2001), the practice of submitting all papers to a plagiarism website creates a culture of assuming guilt before innocence. Students have expressed complaints about, claiming that the service is violating their intellectual property rights by incorporating submitted papers into its repository (Pereira, 2006). Despite these concerns, using such a service could potentially help prevent plagiarism through online sources.

Several professors have taken action against the cheating problem by using the Internet to their advantage. Specifically, professors at University of Maryland intentionally included false answers in their responses to 30 test questions. Out of the 400 students taking the test, 12 were found to have directly copied the erroneous answers (Read, 2004).

Although the professors’ scheme received applause from the university staff, its ethicality is being questioned by some students and professors (Read, 2006). The act of posting incorrect answers online is essentially spreading misinformation using the Internet. To prevent cheating during exams, education institutions have explored various methods including the installation of electronic cages or Faraday cages around test halls to prevent mobile devices from receiving outside transmissions (Meilke, 2006).

The Faraday cage is named after the physicist, Michael Faraday and blocking cell phone use is an effective way to curb cheating since mobile phones are popular tools used for cheating during tests (Meilke, 2006).

The use of a cage in the test hall would prevent electromagnetic fields from penetrating, thus rendering all mobile communication useless according to Yaqoob (2006). However, this could pose a problem for some students who have legitimate reasons to carry a cell phone and may need to receive important calls from family. Yaqoob (2006) suggests another option could be the use of metal detecting devices or other equipment to sense wireless phone transmissions. In conclusion, although most students conduct themselves honorably in recognition of the need for a good education, academic dishonesty remains a challenging issue for educators.

Misuse of technology intended to improve academic performance has increased inappropriate academic behavior. However, measures need to be taken to prevent individuals from adopting dishonest practices in order to achieve academic excellence or average performance. Many educational institutions have implemented standards of academic behavior, educating students on the various forms of cheating or plagiarism, and the punishments that would be given to offenders. By doing so, a clear message is sent to dishonest individuals, while allowing fair-minded students to benefit from an educational environment that promotes integrity.

Barlow (2006) wrote an article called "The Teachers' Lounge" in Education Digest (vol. 71, no. 9), in which he references specific page numbers (40-43).

On July 22, 2005, the KiplingerForecasts publication reported that cell phone penetration would increase, and this information was obtained from the Academic Search Premier database on October 7, 2006. The report was

a brief article, occupying pages 1 and 3.

The source of this information is InfoTrac OneFile via Thomson Gale. It was accessed on October 6, 2006, and can be found at The citation includes and their contents.The Gainesville Times Website features an article by A. Cox from October 2006 regarding the impact of cell phones and text messages on human communication.On October 1, 2006, an article titled "Preventing Academic Dishonesty" by B. Gross-Davis was accessed from online chapter "HTML" from "Tools for Teaching" book, authored by J. D. Heyman, can be accessed at The retrieval date is September 27, 2006.

, Swertlow, F., Ballard, M., Barnes, S., Duffy, T.

The following names are enclosed in HTML paragraph tags: Gray, L., Farrell-Mailander, J., Harvey-Rosenberg, S., and Pang, D.

, ; Shepherd, A. (2005, January 24). Psssst...

can be rephrased and combined as follows:

, ; Shepherd wrote an article on January 24th, 2005 titled "Psssst..."

In the article "Cheating in the Classroom," Kleiner (2006) reports that many teachers are concerned that the combination of high-tech electronics and traditional cheating methods is resulting in an increase in cheating among students. The article was published in People Weekly, volume 63, on page 108. The information was retrieved from Academic OneFile through Thomson Gale on October 19, 2006.

, ; Lord, M. (1999, Nov 22). The cheating game. U.

There is no need toor unify this text as it already consists of a single sentence within a HTML paragraph.

S. News; World Report, 127, p55 and Laird's (2001) "We all pay for internet plagiarism" both retrieved from Opposing Viewpoints Resource Center via Thomson Gale on October 19, 2006.

The Proquest database yielded McCarroll's (2001)

article titled "Education Digest" in volume 67, issue 3 with pages 56-60. The article was retrieved on October 07, 2006.

Meilke (2006) discusses ways of defeating online cheaters in an article titled "Beating web cheaters at their own game," published in the Christian Science Monitor. The article can be found in the Academic Search Premier database and has the reference 93(192), 16.

(2006). The Guardian Website reports that technology is being used by students to cheat on school exams. The article was retrieved on October 1, 2006 from

Web-based services are available for customized assignments designed to facilitate cheating as reported by Morton and Tarica (2006, September 30) in the article found at uk/uk_news/story/0,,1880089,00. tml.

The Age website was accessed on October 18, 2006 at

On the University of California Santa Barbara website, an article by H. Nelson titled "The Academic Dishonesty Question: A Guide to an Answer through Education, Prevention, Adjudication, and Obligation" can be found at au/news/national/web-offers-cheats-tailormade-assignments/2006/09/29/1159337339350.html?page=fullpage#contentSwap1

The website source "" was retrieved on September 27, 2006 according to information provided by Niell, B. in 2006. The source is enclosed in an HTML paragraph tag.The Herald Today website reported on October 1, 2006 that Lim, S. wrote an article about how Manatee schools are facing a multi-million dollar industry related to cheating. The information can be found at http://www.

Pereira (2006, October) discusses an anti-plagiarism web service that is turning students into Tom Cruise and explores the theory of conspiracy behind plagiarism.

The Breeze, a student newspaper from James Madison University, provided the source for this article. The information on plagiarism is from 2005 and was retrieved on October 1, 2006 from

On October 19, 2006, the

Plagiarism_stats were obtained from by Read, B.

(2004) Wired for

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