Academic Integrity: A Comparison of Online vs. Face-to-Face Teacher Education Students

ID: 31339 Type: Full Paper
  1. Michael Spaulding, University of Tennessee at Martin, United States

Friday, March 11 10:45 AM-11:15 AM Location: McGavock's A

No presider for this session.

Abstract: This study will expand the literature regarding academic integrity, particularly in the online learning environment by examining teacher education students’ perceptions of academic integrity related to both online and face-to-face course formats. As the online classroom continues to evolve, institutions and instructors continue to struggle with the perceived growing problem of academic dishonesty. Teacher education students in both online and face-to-face courses were administered a survey which measured the frequency with which students participated in academic misconduct and the instances in which students believed other students participated in academic misconduct. This study was guided by the following two research questions: 1) Do differences exist between online vs. face-to-face teacher education students’ perception of the academic integrity of their own behavior based on course type? 2) Do differences exist between online and face-to-face teacher education students’ perceptions of other students’ behavior based on course type?


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