A systematic review of academic dishonesty in online learning environments.
Background: During the COVID‐19 pandemic, online learning has played an increasingly crucial role in the educational system. Academic dishonesty (AD) in online learning is a challenging problem that represents a complex psychological and social phenomenon for learners. However, there is a lack of co...
| Publicado en: | Journal of Computer Assisted Learning Vol. 38; no. 4; pp. 907 - 929 |
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| Autores principales: | , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=157845798&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 157845798 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2022 vid: 38 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 157845798 155454618 157845798 157845798 10.1111/jcal.12656 157845798 ppf: 907 ppct: 22 formats: tig: atl: A systematic review of academic dishonesty in online learning environments. aug: au: Chiang, Feng‐Kuang Zhu, Dan Yu, Wenhao affil: Center for Future Education, School of Education, Shanghai Jiao Tong University, Shanghai, China sug: subj: Student Misconduct Evaluation Online Education Learning Environment Human Systematic Review Content Analysis Educational Technology COVID-19 Pandemic Health Knowledge Student Attitudes Motivation Behavior Therapy ab: Background: During the COVID‐19 pandemic, online learning has played an increasingly crucial role in the educational system. Academic dishonesty (AD) in online learning is a challenging problem that represents a complex psychological and social phenomenon for learners. However, there is a lack of comprehensive and systematic reviews of AD in online learning environments. Objectives: This study presents a systematic study of AD in online learning environments to delineate its trends and uncover potential areas for further research. Methods: We conducted this review based on various sources of evidence‐based research and followed the guidelines of the PRISMA statement and procedure for selection. After the exclusion criteria were employed, 59 eligible articles were selected and then analysed in a descriptive overview. Two frameworks were identified in the structured content analysis to analyse these articles. One was the framework of Gilbert's Behaviour Engineering Model (BEM), and the other was the types of interventions for online AD, where 36 articles were analysed. Results and Conclusions: The descriptive results showed that most studies used quantitative methods and focused on students. The analysis results of influencing factors under the BEM framework showed that the category of environment support and tools accounts for the largest proportion. And the types of interventions for online AD we classified include individual AD & high technological complexity, individual AD & low technological complexity, collective AD & high technological complexity, and collective AD & low technological complexity. These findings provide a comprehensive understanding and guidance of AD in the online environment for relevant managers, designers and developers. Lay Description: 1. Systematic review of academic dishonesty in online learning environments. 2. To review followed the PRISMA procedure for selecting 59 eligible articles. 3. Factors influencing AD behaviour in online learning under the BEM framework. 4. To explore the types of interventions for AD in online environments. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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