Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/27034
Title: On students' strategy-preferences for managing difficult course work
Authors: Jian, HL
Sandnes, FE
Huang, YP
Cai, L
Law, KM
Issue Date: 2008
Publisher: Institute of Electrical and Electronics Engineers
Source: IEEE transactions on education, 2008, v. 51, no. 2, p. 157-165 How to cite?
Journal: IEEE transactions on education 
Abstract: Course work plagiarism among university students is often attributed to ignorance about plagiarism or an assignment's level of difficulty. Students submit other people's work when they are unable to solve an assignment themselves. This study, based on 233 student responses from four cultural regions, investigates three aspects of academic dishonesty. First, the study identifies students' preferred strategies for managing perceptually too difficult course work. Second, students' preferences for responding to help from fellow students are investigated. Finally, the study measures students' preferences for choosing side in ethical conflicts. Seven strategies for managing difficult course work, six strategies for responding to requests for help, and five key parties in ethical conflicts are studied using a pair-wise comparison method. The results show that students prefer to collaborate and use the Internet. The impact of the teacher is smaller than expected. Factors including cultural origin, gender, level of study, and field of study have limited impact.
URI: http://hdl.handle.net/10397/27034
ISSN: 0018-9359
EISSN: 1557-9638
DOI: 10.1109/TE.2007.906278
Appears in Collections:Journal/Magazine Article

Access
View full-text via PolyU eLinks SFX Query
Show full item record

SCOPUSTM   
Citations

15
Last Week
1
Last month
1
Citations as of Apr 10, 2016

WEB OF SCIENCETM
Citations

13
Last Week
0
Last month
0
Citations as of Aug 23, 2017

Page view(s)

36
Last Week
1
Last month
Checked on Aug 20, 2017

Google ScholarTM

Check

Altmetric



Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.