On students' strategy-preferences for managing difficult course work

Hua-Li Jian; Frode Eika Sandnes; Yo-Ping Huang; Li Cai; Kris M.Y. Law

doi:10.1109/TE.2007.906278

On students' strategy-preferences for managing difficult course work

Hua-Li Jian
, Frode Eika Sandnes
, Yo-Ping Huang
, Li Cai
, Kris M.Y. Law

Research output: Journal Publications and Reviews › RGC 21 - Publication in refereed journal › peer-review

32 Citations (Scopus)

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. © 2008 IEEE.

Original language	English
Pages (from-to)	157-165
Journal	IEEE Transactions on Education
Volume	51
Issue number	2
DOIs	https://doi.org/10.1109/TE.2007.906278
Publication status	Published - May 2008
Externally published	Yes

Bibliographical note

Publication details (e.g. title, author(s), publication statuses and dates) are captured on an “AS IS” and “AS AVAILABLE” basis at the time of record harvesting from the data source. Suggestions for further amendments or supplementary information can be sent to [email protected].

Funding

This work was supported in part by HiO-KLOK Grant “Media Research in Norway-China” and Norwegian Science Council BILAT Grant 180717.

Research Keywords

Course work plagiarism
Ethics
Pair-wise comparison method
Student collaboration
Student cooperation

Access Output

10.1109/TE.2007.906278

Other Access Options

Check CityUHK Library

Permanent Link

Right click to copy link

Cite this

@article{873f4b54456841a08d40e47b1af6e6cb,

title = "On students' strategy-preferences for managing difficult course work",

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. {\textcopyright} 2008 IEEE.",

keywords = "Course work plagiarism, Ethics, Pair-wise comparison method, Student collaboration, Student cooperation",

author = "Hua-Li Jian and Sandnes, \{Frode Eika\} and Yo-Ping Huang and Li Cai and Law, \{Kris M.Y.\}",

note = "Publication details (e.g. title, author(s), publication statuses and dates) are captured on an “AS IS” and “AS AVAILABLE” basis at the time of record harvesting from the data source. Suggestions for further amendments or supplementary information can be sent to [email protected].",

year = "2008",

month = may,

doi = "10.1109/TE.2007.906278",

language = "English",

volume = "51",

pages = "157--165",

journal = "IEEE Transactions on Education",

issn = "0018-9359",

publisher = "IEEE",

number = "2",

}

TY - JOUR

T1 - On students' strategy-preferences for managing difficult course work

AU - Jian, Hua-Li

AU - Sandnes, Frode Eika

AU - Huang, Yo-Ping

AU - Cai, Li

AU - Law, Kris M.Y.

N1 - Publication details (e.g. title, author(s), publication statuses and dates) are captured on an “AS IS” and “AS AVAILABLE” basis at the time of record harvesting from the data source. Suggestions for further amendments or supplementary information can be sent to [email protected].

PY - 2008/5

Y1 - 2008/5

N2 - 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. © 2008 IEEE.

AB - 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. © 2008 IEEE.

KW - Course work plagiarism

KW - Ethics

KW - Pair-wise comparison method

KW - Student collaboration

KW - Student cooperation

UR - https://www.scopus.com/pages/publications/44449104258

UR - https://www.scopus.com/record/pubmetrics.uri?eid=2-s2.0-44449104258&origin=recordpage

U2 - 10.1109/TE.2007.906278

DO - 10.1109/TE.2007.906278

M3 - RGC 21 - Publication in refereed journal

SN - 0018-9359

VL - 51

SP - 157

EP - 165

JO - IEEE Transactions on Education

JF - IEEE Transactions on Education

IS - 2

ER -

On students' strategy-preferences for managing difficult course work

Abstract

Bibliographical note

Funding

Research Keywords

Access Output

Other Access Options

Permanent Link

Other Files and Links

Fingerprint

Cite this