Welcome to the InfoSci Platform
Reference Hub14
Academic Dishonesty: Does Social Media Allow for Increased and More Sophisticated Levels of Student Cheating?

Academic Dishonesty: Does Social Media Allow for Increased and More Sophisticated Levels of Student Cheating?

Linda M. Best, Daniel J. Shelley
Copyright: © 2018 |Volume: 14 |Issue: 3 |Pages: 14
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781522542544|DOI: 10.4018/IJICTE.2018070101
Cite Article Cite Article

MLA

Best, Linda M., and Daniel J. Shelley. "Academic Dishonesty: Does Social Media Allow for Increased and More Sophisticated Levels of Student Cheating?." IJICTE vol.14, no.3 2018: pp.1-14. http://doi.org/10.4018/IJICTE.2018070101

APA

Best, L. M. & Shelley, D. J. (2018). Academic Dishonesty: Does Social Media Allow for Increased and More Sophisticated Levels of Student Cheating?. International Journal of Information and Communication Technology Education (IJICTE), 14(3), 1-14. http://doi.org/10.4018/IJICTE.2018070101

Chicago

Best, Linda M., and Daniel J. Shelley. "Academic Dishonesty: Does Social Media Allow for Increased and More Sophisticated Levels of Student Cheating?," International Journal of Information and Communication Technology Education (IJICTE) 14, no.3: 1-14. http://doi.org/10.4018/IJICTE.2018070101

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

This article examines the effects of the social media applications Facebook, Twitter, Snap Chat/Instagram, Texting and various smartphone applications on academic dishonesty in higher education. The study employed a mixed-methods approach conducted through an emailed question-pro student survey consisting of 20 questions. The results of the study indicated that the majority of students in higher education utilize the social media applications Facebook, Twitter, Snap Chat/Instagram and Smart Phones to assist with their academic studies. Although students report utilizing these forms of social media to assist with their studies most do not use these applications for cheating or any form of academic dishonesty. There was an increased willingness to use texting, screenshots, video and audio recordings to cheat on exams and other academic requirements. In addition, the majority of participants indicated they felt any form of cheating or academic dishonesty was wrong. However, most indicated they would do little or nothing to intervene or prevent it in their particular classroom situations.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.