In re launching a new vision in education and e-Learning: Fostering a culture of academic integrity in e-Learning

Abstract

This paper presents the results of two studies conducted in 2017 on students’ use of technology, specifically social media, to enhance their e-learning experience. The first study focused on how students had used social media for e-learning. The second shifted the focus from the students’ own experiences to their observations on all students’ use of social media. Both studies emanated from earlier research on students’ perceptions of academic integrity and the use of technology in the online learning environment. One hundred eight-five graduate and undergraduate students participated in the first survey. One hundred sixty graduate and undergraduate students participated in the second. Based on enrollment status and academic level, there were statistically significant differences in both studies with regard to the use of Facebook and Snapchat to enhance students’ learning experience. There were differences between the two studies when the questions focused on the student’s individual use or all students’ use, of social media to cheat. In the first, students admitted to having used one or more social media to cheat “a few times” (3.85%–6.15%). In the second, more students said that other students used social media to cheat “a few times” (10.53%–21.05%). Based on enrollment status and academic level, there were statistically significant differences in the second study on using technology to cheat. Responses to the final questions concerning the student’s own feelings about academic dishonesty and what actions he/she might take to stop others from cheating did not evidence a culture of academic integrity.