When an academic writer produces disputed work, it could have a large impact on educational delivery.
How Does Academic Dishonesty Affect Online Learning
By Lindsay Eckel
Academic dishonesty is a problem for universities in many ways. Not only are students less willing to engage in serious intellectual discussion, but professors are increasingly being unable to use research, especially the multimedia kind, to help them argue for or refute certain points. This leads to learning being lost or distorted, and it means that individuals are learning with inaccurate information. Research shows that individuals who are aware of the subject they’re studying tend to pick up even more information through reading, so plagiarism is unnecessary for those who are savvy enough to know that it’s not possible to reproduce research that others have published. By de-legitimizing the work of scholars and those who study certain fields, it is only natural that the world becomes more polarized and polarized lines get drawn between students and professors, thus making it more difficult for students to learn from their professors and increase their academic vocabulary.
Improving Academic Confidence
Respect for one’s own work is crucial in pursuing knowledge, especially in science, but when methods of study and existing knowledge are questioned, students lose the ability to have more respect for their own work. This also results in fewer people considering a career in science or computing, which both play a significant role in social progress and competitiveness, according to Stanford University psychologist Casey Hoare in Scientific American.
Warning Signs of Academic Dishonesty
There are four signs that suggest someone is dishonest with their work. The first is really basic: simply altering an experiment or making different than what it was intended to be. Having done this before is a big red flag, so if you see someone making changes to an experiment you’re trying to teach on your coding course, learn their methods first before accepting them as original.
Someone who is dishonest is often more honest with themselves, so they’re more willing to admit that the data from a study was altered if it’s a student asking for help. If someone really thinks that a certain classification of C++ programming works better than a C++ programming class, that student might be out to twist the numbers to their advantage.
Another red flag is when a student does not show up to class to discuss a topic related to a paper they’ve written, and then when a student makes the entire class wait for them to finish up on a story that only they believe is relevant. Lastly, some students will attempt to plagiarize research rather than uncovering their sources, which can result in high-quality online research being discarded as being not real research.
How to Prevent Academic Deception
One of the best ways to stop academic dishonesty in the classroom is to take a look at who is studying what. If you find a professor who’s not in the know about a topic, don’t take their word for it that it’s a valid point. If you’re curious as to the source of one of their questions or articles, speak up about it and ask for more information. In most cases, it’s not that they’re going to get stuck on a topic, and they’re most likely just interested in learning about the topic, they just don’t know how to get there. To get started with this approach, look over the curriculum descriptions for your classes. There are a variety of ways that professors use syllabi to document how their students will study for their course. If a syllabus does not contain mention of a particular area of research, then ask the professor where he or she gets the information for the course. If you learn that a particular piece of research is embedded into a website for your course, you can learn how to click on that and gain access to a page explaining how the student came up with the research themselves.