# ACADEMIC DISHONESTY IN TRADITIONAL AND ONLINE CLASSROOMS: DOES THE MEDIA EQUATION HOLD TRUE?

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4 Cheating Table 1: Descriptive Statistics (n=1068) Mean Credits Standard Deviation Cheating Table 2: Correlations Between Variables for All Subjects (n=1068) Cheating Credits * -.09* -.18* * * *.37* * * Credits * 1.00 * p <.05 Table 3: Results of the Multiple Regression Analysis of Cheating and the Four Independent Variables (n=1068) β Standard Error β t Significance <.0001* <.0001* Credits * p <.05, beta = 9.4 (assumes most pessimistic variance assumption) 26 Journal of Asynchronous Networks, Volume 12: Issue 3-4

5 Table 4: Squared Partial Correlations Between Cheating and Four Independent Variables for All Subjects (n=1068) Squared Semi-Partial Correlation Credits Squared Partial Correlation Table 5: Pearson Product Moment Correlations: Cheating and Four Independent Variables for All Subjects (n=1068) Cheating Cheating Credits * -.09* -.18* * * *.37* * * Credits * 1.00 * p <.05 A. Measure I: Cheating and The data indicates that a minor inverse relationship between perceived cheating and perceived learning when other factors are held constant. This indicates that those who perceived they were learning more within their classes were less likely to perceive that there is cheating occurring within their online course. While the findings were significant, the correlation between the two variables was relatively small at -.2 (see table 5). Application of multiple regression reveals a squared semi-partial correlation of.030 (see table 4). The squared partial correlation measures the association between the dependent variable, cheating, and perceived learning with all other variables held constant. Our analysis indicates that of the variance in cheating not associated with instructor interaction, credit hours and contact hours, on average, 3% is associated with perceived cheating. B. Measure II: Cheating and Instructor The data indicates that a minor inverse relationship exists between interaction with instructors and faculty and cheating when other factors are held constant. Meaning that, students who had more interactions with their instructors and faculty were less likely to feel cheating was occurring within their online course. While the findings were statistically significant, it is important to note that the spurious correlation between these two variables is extremely small at -.09 (see table 5). Application of multiple regression reveals a squared partial correlation of.0005 (see table 4). The squared partial correlation measures the association between the dependent variable, cheating, and instructor interaction with all other variables Journal of Asynchronous Networks, Volume 12: Issue

8 17. SAS. SAS Business Intelligence and Analytics Software, Retrieved November 9, 2006 from Kennedy, K., S. Nowak, J. Thomas & S. Davis. Academic dishonesty and distance learning: Student and faculty views. The College Student Journal 34(2): 309, Baron, J. & S. M. Crooks. Academic integrity in web based distance education. TechTrends 49(2): 40 45, McCabe, D. L. & L. K. Trevino. What we know about cheating in college. Change 28(1): 28 34, McCabe, D. L. & W. J. Bowers. Academic dishonesty among male college students: A thirty-year perspective. Journal of College Student Development 35(1): 3 10, McCabe, D. L. & L. K. Trevino. Academic dishonesty: Honor codes and other contextual influences. Journal of Higher Education 64(5): , VIII. APPENDIX A Dear Student, We at the Psychology Department would like to ensure that we are serving your educational needs effectively in our web-based courses. In order to help us do so, we would greatly appreciate you taking just 2 3 minutes to give us your feedback on these important questions. 1. What is the total number of credit hours you are currently enrolled in? 2. Compared to classroom-based courses I have taken in psychology, my experience is that the students in this online course are: a. 1 = Less likely to cheat then in face to face courses b. 2 c. 3 = As likely to cheat as in face to face courses d. 4 e. 5 = More likely to cheat then in face to face courses 3. Compared to classroom-based courses I have taken in psychology, I am learning a. 1 = Less then in face to face courses b. 2 c. 3 = As much as in face to face courses d. 4 e. 5 = More then in face to face courses 4. Compared to other regular on-site courses I have taken in psychology, my experience is that in this online course the opportunities for interaction with the instructor and TA are: a. 1 = Less frequent than in face to face courses b. 2 c. 3 = As frequently as in face to face courses d. 4 e. 5 = More frequent than in face to face courses 5. How many hours a week do you spend, on average, completing course work (include ALL activities)? 30 Journal of Asynchronous Networks, Volume 12: Issue 3-4

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