Relevant bibliographies by topics / Cheating (Education) Educators Education, Higher

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cheating (Education) Educators Education, Higher'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Cheating (Education) Educators Education, Higher"

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Hibel, Jacob, and Daphne M. Penn. "Bad Apples or Bad Orchards? An Organizational Analysis of Educator Cheating on Standardized Accountability Tests." Sociology of Education 93, no. 4 (June 1, 2020): 331–52. http://dx.doi.org/10.1177/0038040720927234.

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Using an explanatory sequential mixed-methods design, we analyze quantitative administrative and survey data and qualitative archival data to examine the organizational character of standardized test cheating among educators in Georgia elementary schools. Applying a theoretical typology that identifies distinct forms of rule breaking in bureaucratic organizations, we find that teacher-focused, individual-level explanations for cheating are inadequate, particularly in the context of large-scale cheating outbreaks. Our findings suggest cheating scandals tend to arise when rule-breaking decisions shift toward higher levels of the educational bureaucracy, and school and district leaders enact multiple strategies to motivate coordinated cheating efforts among lower-level educators. In these scenarios, a “bad apples” explanation focused on rogue teachers fails to account for the systematic organizational underpinnings of standardized test cheating. We describe the institutional and organizational predictors of organized adult cheating on standardized tests, and we conclude with a discussion of our findings’ implications for education policy and research.
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Hammoudi, Abdelhak, and Samah Benzerroug. "Cheating on Exams: Dishonest or Justifiable Behaviour?" International Journal of English Language Studies 3, no. 4 (April 25, 2021): 79–88. http://dx.doi.org/10.32996/ijels.2021.3.3.7.

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Academic dishonesty has been a perennial issue in higher education for hundreds of years. The advent of technological devices has spurred much more concern regarding the so-called inappropriate use of these tools and their impact on the ethical behaviour of the students. The main aim of this study was to demonstrate to educators that cheating on exams is most of the time a justifiable and smart behaviour. To support this assumption, the study investigated (a) the reasons that often push students to resort to cheating and (b) the role of exam anxiety in engaging students’ survival intelligence to respond to examinations threat with whatever the means. The results, based on a sample of one 100 students from the English language department indicate that 90% of the students think that the way the examinations are designed constitutes the main cause of cheating: questions test memory rather than comprehension. Teachers themselves trigger cheating on exams because the content of their exams does not take into account students’ Multiple Intelligences, and preferred channels of learning. Consequently, students’ survival intelligence, feeling a threat causing exam anxiety, engages itself and automatically sets the learner to cheat ‘without actively thinking about it.’ The current results might be applicable to students in other academic disciplines.
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Iriany, Ieke Sartika, and Rostiena Paciana. "THE IMPROVEMENT OF HIGH EDUCATION QUALITY IN INDONESIA THROUGH THE CHARACTER EDUCATION." Journal Of Educational Experts (JEE) 2, no. 1 (March 30, 2019): 15. http://dx.doi.org/10.30740/jee.v2i1p15-26.

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Nowadays, moral education or character education; has become a relevant way to resolve moral crisis happens in Indonesia. When we said about moral crisis, it all refers to corruption, fornication, children and teen abuse, peer to peer violence, juvenile delinquency, the habit of cheating in exam, drugs abuse, pornography, and anarchy. All of it has become social problems that we still do not have the answer on how to resolve. Thus, based on the matter, character education obviously becomes an important thing to be implemented. Objective description that factually happen to the Indonesian nowadays, has show us that The Indonesian almost lost its true self (or identity). Many incidents happened in a last years, had threatened the nation existence. The spread of social conflict and terror had destroyed the social capital, which is important for the community moral integration. In other side, corruption, collusion and nepotism have turned this nation to become a low trust society. Based on the objective description above, I thought we need to improve the quality of higher educations, particularly through the character education; thus, they could result a diplomas with strong Indonesian identity. Nation Identity will be appears in the nation’s character as an implementation of the highest value of the nation. For the Indonesian, the highest values of the nation clearly written in the national principle, which is Pancasila. Pancasila itself, is the establishment of religious, humanity, nationalism, sovereignty, and sociality concepts. Revitalization of Indonesian identity mean, re-build and strengthen Indonesian identity to every citizens. In other words, an effort to build a person with strong Pancasila sense whom has moral and responsible. Higher education level, in this case, has responsibility to shape and strengthening the national identity, which nowadays seems to be weakened.
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Smale, William T., Ryan Hutcheson, and Charles J. Russo. "Cell Phones, Student Rights, and School Safety: Finding the Right Balance." Canadian Journal of Educational Administration and Policy, no. 195 (March 11, 2021): 49–64. http://dx.doi.org/10.7202/1075672ar.

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Despite the potential instructional benefits of integrating devices such as cell phones into schools and classrooms, research reveals that their improper use can negatively impact student behaviour, learning, and well-being. This paper reviews the literature and litigation on cell phone use in schools due to controversies over cheating, cyberbullying, sexting, and searches of student cell phones. Recent studies suggested that the presence of cell phones and related technologies in classrooms could detract from students’ academic performances while contributing to higher rates of academic dishonesty and cyberbullying. The growing prevalence of cyberbullying is especially concerning because it can have severely negative, even tragic, effects on student mental health and safety. However, given the relatively discreet nature of cell phone use, regulations about their use can be difficult to enforce. After reviewing literature and litigation on the potential risks associated with inappropriate cell phone use in schools, this paper offers suggestions for educators to consider when devising or revising policies balancing students’ individual rights with their safety and well-being before ending with a brief conclusion.
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Brown, Ted, Stephen Isbel, Alexandra Logan, and Jamie Etherington. "Predictors of academic honesty and success in domestic and international occupational therapy students." Irish Journal of Occupational Therapy 47, no. 1 (May 7, 2019): 18–41. http://dx.doi.org/10.1108/ijot-12-2018-0022.

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PurposeAcademic integrity is the application of honest, ethical and responsible behaviours to all facets of students’ scholarly endeavours and is the moral code of academia. The international literature reports the prevalence of academic dishonesty in higher education across many disciplines (including the health sciences), and there is evidence linking academic dishonesty in health professional students with future unprofessional behaviour in the workplace. International students are reported to be a particularly vulnerable group. This paper aims to investigate the factors that may be predictive of academic honesty and performance in domestic and international occupational therapy students.Design/methodology/approachIn total, 701 participants (603 domestic students; 98 international students) were recruited from five Australian universities, and data were collected via a two-part self-report questionnaire. ANOVA and multi-linear regression analyses with bootstrapping were completed.FindingsTendency towards cheating and self-perception tendency towards dishonesty in research, gender, age and hours spent in indirect study were found to be statistically significant predictors of academic integrity and performance.Research limitations/implicationsLimitations of this study were the use of convenience sampling and self-report scales which can be prone to social desirability bias. Further studies are recommended to explore other potential predictors of academic honesty and performance in occupational therapy students.Originality/valueA range of predictors of academic honesty and success were found that will assist educators to target vulnerable domestic and international occupational therapy students as well as address deficiencies in academic integrity through proactive strategies.
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Munoz, Albert, and Jonathon Mackay. "An online testing design choice typology towards cheating threat minimisation." Journal of University Teaching and Learning Practice 16, no. 3 (July 1, 2019): 54–70. http://dx.doi.org/10.53761/1.16.3.5.

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Online testing is a popular practice for tertiary educators, largely owing to efficiency in automation, scalability, and capability to add depth and breadth to subject offerings. As with all assessments, designs need to consider whether student cheating may be inadvertently made easier and more difficult to detect. Cheating can jeopardise the validity of inference drawn from the measurements produced by online tests, leading to inaccurate signals and misperceptions about what students know and can do. This paper extends theoretical understanding about cheating behaviours to link online test design choices and their influence on a student’s capability and willingness to cheat. This research reviews the literature on cheating theories and a typology construction methodology to relate common online test design choices to their cheating threat consequence. In doing so, the typology offers educators designing online tests general normative guidance aimed at reducing threats to assessment inference validity, and academic integrity in general, brought about by student cheating. While we admit that cheating cannot be completely eliminated in online testing, the guidance provided by the typology can assist educators to structure online tests to minimise cheating.
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Amrein-Beardsley, Audrey, David C. Berliner, and Sharon Rideau. "Cheating in the first, second, and third degree: Educators' responses to high-stakes testing." education policy analysis archives 18 (June 29, 2010): 14. http://dx.doi.org/10.14507/epaa.v18n14.2010.

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Educators are under tremendous pressure to ensure that their students perform well on tests. Unfortunately, this pressure has caused some educators to cheat. The purpose of this study was to investigate the types of, and degrees to which, a sample of teachers in Arizona were aware of, or had themselves engaged in test-related cheating practices as a function of the high-stakes testing policies of No Child Left Behind. A near census sample of teachers was surveyed, with valid responses obtained from about 5 percent, totaling just over 3,000 teachers. In addition, one small convenience sample of teachers was interviewed, and another participated in a focus group. Data revealed that cheating occurs and that educators can be quite clever when doing so. But how one defines cheating makes it difficult to quantify the frequency with which educators engage in such practices. Our analysis thus required us to think about a taxonomy of cheating based on the definitions of 1st, 2nd, and 3rd degree offenses in the field of law. These categories were analyzed to help educators better define, and be more aware of others' and their own cheating practices, in an attempt to inform local testing policies and procedures.
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Royal, Camika, and Vanessa Dodo Seriki. "Overkill: Black Lives and the Spectacle of the Atlanta Cheating Scandal." Urban Education 53, no. 2 (December 20, 2017): 196–211. http://dx.doi.org/10.1177/0042085917747099.

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This article examines the 2015 Atlanta cheating scandal trials and sentencing. Using critical race theory, the authors argue that cheating is a natural outgrowth of market-based school reform and that racial realism will always lead to scrutiny of Black performance. The sentences of these Black educators is overkill, rooted in anti-Blackness, and can be best understood as a means of preserving Whiteness as property.
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Wang, Victor X., and Vivian W. Mott. "From Politicized Adult Education to Market Oriented Adult Higher Education." International Journal of Adult Vocational Education and Technology 1, no. 1 (January 2010): 49–71. http://dx.doi.org/10.4018/javet.2010100904.

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This study investigated the general instructional modes of adult educators in Southeast China and Northeast China. The study utilized Conti’s (1983, 2004) Principles of Adult Learning Scale (PALS) to measure instructional modes of adult educators. Data were collected from 112 randomly selected participants engaged in teaching Chinese adult learners in Southeast China and Northeast China. The results of the study showed that adult educators in Southeast China were andragogical in their instruction while their counterparts in Northeast China were pedagogical although the difference (p>0.05) between the means of adult educators in Southeast China and Northeast China was not statistically significant.
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Bielska, Beata, and Mateusz Rutkowski. "Cheating in Higher Education: Between Habit, Resourcefulness and Pressure to Help." EDUKACJA 2020, no. 1 (March 25, 2021): 77–88. http://dx.doi.org/10.24131/3724.200106.

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The article analyses the phenomenon of cheating among Polish students. It is based on a research study using a survey conducted in 2019 at one of Poland’s universities. The study results confirm the findings of other researchers concerning the universality of cheating. The issues of interest include the learned breaking of the “do not cheat” norm that is reinforced at subsequent stages of education, the effectiveness of cheating as an educational strategy and the norm of friendship which could incline a person to help.
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Dissertations / Theses on the topic "Cheating (Education) Educators Education, Higher"

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Lang, Dennis James Palm Richard L. "Faculty perceptions, attitudes, and experiences with academic integrity at a small, private, technological university." Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005.
"A dissertation in urban leadership and policy studies in education and education." Advisor: Richard Palm. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 404-419). Online version of the print edition.
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Higgins, Vic D. "Faculty and Students' Perceptions of Cheating Behavior; A journey into moral development." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1282141367.

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Arnold, Rodney A. "The relationship between honor code systems and academic dishonesty /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137676.

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Marsh, William Casey. "Knowledge incorporated : plagiarism and anti-plagiarism therapies in higher education /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3153697.

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Tabor, Erin L. "Is cheating always intentional? The perception of college students toward the issues of plagiarism." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557437.

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The definition of plagiarism that is used in university handbooks is a simple one, and policies along with tiers of disciplinary strategies are used by faculty members in higher education to deter students from committing a plagiarism infraction based on this simple definition. However, plagiarism still occurs on college campuses, and this may be a result of gray areas with regard to different aspects of plagiarism that are not contained in the definition. Because of these misunderstandings, students may commit accidental plagiarism or disagree about what constitutes plagiarism. This qualitative study attempted to discover what aspects of plagiarism are confusing for college students. The data collection method involved personal open-ended interviews with 15 college students of different ages, genders, years in college, and areas of study. The 9 different themes that were brought to the surface as a result of the interviews included findings in the reasons that students justify plagiarism, the levels of acceptability among students, the amount of prior education in plagiarism that students have when they enter college, and specific gray areas such as paraphrasing and common knowledge that the participants discussed as confusing. These findings could be used by faculty and administration in institutions of higher education to aid in formatting new policies and learning activities to help students learn about plagiarism from their own perspective and understand the concepts involved in a better way so that less unintentional plagiarism takes place.

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Verhovsek, Ester L. "Educators as Change Agents." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2588.

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Verhovsek, Ester L. "Educators as Change Agents." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2589.

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Erarslan, Mustafa Cenk. "Attitudes of international students in higher education: Implications for educators." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2764.

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The purpose of this study was to determine international students satisfaction with regards to the education, services, and facilities at an institution of higher education. Results showed that most of the students were satisfied with the quality of programs at their institution.
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Broeckelman-Post, Melissa A. "Building a Culture of Academic Integrity: The Role of Communication in Creating and Changing Understandings and Enactments of Academic Integrity." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242313551.

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MacNeil, Morag. "A case study of the experiences of nurse teachers following the merger of nurse education with higher education." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288875.

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Books on the topic "Cheating (Education) Educators Education, Higher"

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Patricia, Keith-Spiegel, ed. Academic dishonesty: An educator's guide. Mahwah, NJ: L. Erlbaum, 2002.

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'A large and liberal education': Higher education for the 21st century. North Melbourne, Vic: Australian Scholarly Publishing & Trinity College, The University of Melbourne, 2007.

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Chickering, Arthur W. Cool passion: Challenging higher education. Washington, DC: NASPA-Student Affairs Administrators in Higher Education, 2014.

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Pompilus, Pradel. Au service de l'enseignement national et de la jeunesse. Port-au-Prince, Haïti: Edition Pegasus, 1996.

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Oxford Centre for Staff Development., ed. A handbook for deterring plagiarism in higher education. Oxford: Oxford Centre for Staff and Learning Development, 2002.

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Oxford Centre for Staff and Learning Development., ed. A handbook for deterring plagiarism in higher education. 2nd ed. Oxford: Oxford Centre for Staff and Learning Development, 2007.

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Mason, Melvin J. Savoring education: An autobiography. Colubus, Ga: Brentwood Christian Press, 2007.

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Lanteri, Celestino. Pablo Vrillaud: Líder de la juventud. Santa Fe, Argentina: Centro de Estudiantes de Derecho, 1995.

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Lanteri, Celestino. Pablo Vrillaud: Líder de la juventud. Santa Fe, Argentina: Centro de Estudiantes de Derecho, 1995.

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Vasconcelos, José. José Vasconcelos y la universidad. 2nd ed. México: UNAM, Coordinación de Difusión Cultural, Dirección de Literatura, 1987.

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Book chapters on the topic "Cheating (Education) Educators Education, Higher"

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Lander, Vini, and Laura J. Nicholson. "Cinderella Academics: Teacher Educators in the Academy." In Mentoring in Higher Education, 235–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46890-3_13.

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Jain, Karishma, and Swasti Singh. "Ramifications of Digitalization in Higher Education Institutions Concerning Indian Educators." In Transforming Higher Education Through Digitalization, 91–111. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003132097-6.

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Murray, Jean. "Beginning Teacher Educators: Working in Higher Education and Schools." In International Handbook of Teacher Education, 35–70. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0369-1_2.

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Hanney, Roy. "Making Projects Real in a Higher Education Context." In Applied Pedagogies for Higher Education, 163–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_8.

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Abstract Challenging educators to rethink projects and see them as a practice rather than as a model of management the authors explore the possibilities for using live projects to enhance real world learning in higher education. Drawing on the work of the ‘critical projects movement’ the chapter outlines a theoretical underpinning for reconceptualising projects as a practice and proposes a new pedagogic model that of ‘agile learning’. Framing the use of live projects is a mode of real world learning that generates encounters with industry professionals and provides real-value outputs for clients. The chapter explores the challenges that face educators who wish to foreground ‘social learning’ and engagement with communities of practice as a means of easing the transition for students from education to the world of work.
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Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, Markus Ebner, Klaus Wannemacher, Martin Ebner, and Dieter Dohmen. "A University Landscape for the Digital World." In Higher Education Landscape 2030, 1–4. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44897-4_1.

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Abstract As the digital transformation clearly highlights the role of universities and institutes of higher education in shaping a higher education system that is more open and provides education to everyone who can benefit from it, this study seeks to analyze, in more detail, what developments are having an impact on higher education and develops future scenarios for education in 2030. The UK study Solving future skills challenges implies that the linear model of education–employment–career will no longer be sufficient in the future, requiring new combinations of skills, experience, and collaboration from educators and employers. This UK study serves as a starting point for the AHEAD trend analysis for a higher education landscape in 2030. Five premises ranging from “No naive innovation view” to “Realistic approach,” and “Diversity in higher education” provide the basis for a search for concepts for the higher education of the future.
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Foote, Kenneth E., David J. Unwin, Nicholas J. Tate, and David Dibiase. "GIS&T in Higher Education: Challenges for Educators, Opportunities for Education." In Teaching Geographic Information Science and Technology in Higher Education, 1–15. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119950592.ch1.

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Qiang, Xie. "Analysis and Prevention Measures for Examination Cheating in Higher Education." In Information and Business Intelligence, 301–6. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29084-8_45.

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Nascimbeni, Fabio, Joaquin Alonso, Olga Sanz, and Daniel Burgos. "Read, Watch, Do: Developing Digital Competence for University Educators." In Higher Education Learning Methodologies and Technologies Online, 80–93. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31284-8_7.

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Giampaolo, Mario, and Loretta Fabbri. "Online Problem Based Learning for the Professional Development of Educators." In Higher Education Learning Methodologies and Technologies Online, 41–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31284-8_4.

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Bolton, Edward, and Roger Emery. "Using Educational Technology to Support Students’ Real World Learning." In Applied Pedagogies for Higher Education, 343–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_15.

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Abstract For future employability and professional practices, students “require a wider skill set that will enable them to thrive in an increasingly digital world” (JISC. Effective practice with e-portfolios. Bristol: University of Bristol. Retrieved from https://issuu.com/jiscinfonet/docs/jisc_effective_practice_with_e-portfolios_2008 (2008), p. 5). In this regard, educators need to facilitate authentic digital learning experiences for students. This chapter explores technologies that augment students’ experience, development and readiness for employability. This chapter looks at how educational technology is used to simulate the workplace by capturing and reflecting on actions in real world situations, while recognising that using technology of the workplace can facilitate learning outcomes. Three case studies look at the use of social media, developing reflective e-portfolios and recording simulations to support reflective learning.
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Conference papers on the topic "Cheating (Education) Educators Education, Higher"

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Kilmer, Lisa, and Stephanie Schields. "Incorporating higher education computer animation principles into primary education math systems." In ACM SIGGRAPH 2006 Educators program. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1179295.1179350.

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Mota, Dulce, Carlos Vaz de Carvalho, and Luis Paulo Reis. "Fostering Collaborative Work between educators in higher education." In 2011 IEEE International Conference on Systems, Man and Cybernetics - SMC. IEEE, 2011. http://dx.doi.org/10.1109/icsmc.2011.6083837.

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Thompson, Tobi, and Ingrid Massey. "Preparing Effective Literacy Educators Through Professional Development." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8246.

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Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. Purposeful sampling was used to recruit 6 elementary education students who had taken the SSAT and 4 full-time reading and language arts faculty members who participated in semistructured interviews. Analysis of coded data indicated themes of preference for experiential learning, intensive strategy instruction, and a review of tested content. Based on study findings, a 3-day professional development training was created to provide students a review of tested subject matter through embedded strategy instruction and opportunities for hands-on application of learning.
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Oliveira, Edmar Welington, and Marcos Roberto da Silva Borges. "How Educators Design Group Learning Scenarios in Higher Education?" In 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2019. http://dx.doi.org/10.1109/ithet46829.2019.8937375.

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Lawson, Celeste. "DESIGNING ENGAGING ONLINE ASSESSMENTS TO REDUCE CONTRACT CHEATING IN HIGHER EDUCATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1152.

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Mazo, Lucille. "University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5610.

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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and hinder learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators’ learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators’ conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical and one conceptual frameworks drew on Kolb’s experiential learning theory, Bloom’s, Reigeluth’s, and Gagné’s instructional design theories and models, and Fiddler’s and Marienau’s events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators’ instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage, which were supported by detailed reflections about their instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications during a lesson framework may benefit university educators’ teaching, which are foundational to affecting positive social change within academic and social communities.
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Alegre-Martínez, Antoni, Maria Isabel Martinez-Martinez, and José Luis Alfonso-Sanchez. "Do proctored online University exams in Covid-19 era affect final grades respect face-to-face exams?" In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12701.

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The Covid-19 pandemic forced universities to convert their traditional face-to-face exams to online exams with doubts as to whether student cheating or technical difficulties would affect their final grades. After taking three of these exams online, we considered comparing their grades with those of previous years on traditional exams. The average mark of the traditional exams before the pandemic was 6.95 over 10, while the average mark of the three exams carried out in the Covid-19 era is 6.64. The student's t test indicated that there are no significant differences between the two types of exams in the mean (p = 0.408), the median (p = 0.378), the range (p = 0.307), the minimum (p = 0.410) and the maximum (p = 0.072). Taking online exams did not modify the exam grades compared to previous years. There is a lot of variability in similar studies in the literature due to cheating that can be performed in online exams. A proctoring system, good question design, and limited exam time can minimize these differences.
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Jegede, Philip. "Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3384.

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The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In addition, age was not found to affect the time used on ICT by higher education teachers in Nigeria.
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Karadeniz, Abdulkadir, Roumiana Peytcheva-Forsyth, Serpil Kocdar, and M. Recep Okur. "APPROACHES TO PREVENT CHEATING AND PLAGIARISM IN E-ASSESSMENT: HIGHER EDUCATION STUDENTS’ VIEWS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1240.

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Jantos, Anne. "MOTIVES FOR CHEATING IN SUMMATIVE E-ASSESSMENT IN HIGHER EDUCATION - A QUANTITATIVE ANALYSIS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1764.

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Reports on the topic "Cheating (Education) Educators Education, Higher"

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Tare, Medha, and Alison Shell. Designing for Learner Variability: Examining the Impact of Research-based Edtech in the Classroom. Digital Promise, August 2019. http://dx.doi.org/10.51388/20.500.12265/81.

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While research shows that learners differ in many ways, this work must be translated into actionable strategies to benefit students. We describe the results of our partnership with ReadWorks, a widely-used literacy edtech platform, to help them implement research-based pedagogical features that support learners with diverse needs. In a national survey of over 11,000 educators, 89 percent said they were likely to assign more articles on ReadWorks and 82 percent said they were likely to assign higher-level articles as a result of the features available to students. We also examined K-6 students’ (N=1857) use of these optional features when completing digital assignments and found that 92% of students tried at least one new feature and engaged with harder assignments when they used the features than when they did not. Feature use did not differ by student characteristics such as reading proficiency or special education status, suggesting that these features could potentially benefit all students when they need extra support.
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