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Learning Motivation and Student Academic Dishonesty – A Comparison Between Face-To-Face And Online Courses
PROCEEDINGS

, Western Galilee College & Ohalo College, Israel, Israel ; , Purdue Calumet, United States ; , Western Galilee College, Israel ; , Haifa University, Israel

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study explores student academic dishonesty in the context of traditional and distance-learning courses in higher ?education. Data from 1,376 Students enrolled in colleges or universities in the U.S. and Israel were surveyed to ?assess their motivational orientation and their willingness to commit various acts of academic misconduct. Findings ?indicate that students’ propensity to engage in academic dishonesty is explained by an extrinsic motivational ?orientation, participation in face-to-face type courses, and their age. ?

Citation

Peled, Y., Barczyk, C., Eshet, Y. & Grinautski, K. (2012). Learning Motivation and Student Academic Dishonesty – A Comparison Between Face-To-Face And Online Courses. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 752-759). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .

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