In a world where information is readily available at our fingertips, academic honesty becomes a tricky and difficult situation to deal with. The Information Age has brought with it subsequent technologies such as iPads, iPhones, and various other hand held computing devices. These devices permit easy and simple access to information from virtually anywhere. Specifically, when dealing with online courses or distance learning, how do teachers whom never really get to meet their students face-to-face, instill a sense of moral and ethical guidelines in regards to academic honesty? In this paper we will discuss the different reasons for academic honesty and how to resolve them.
One form of dishonesty, we find, comes in the form of planned cheating. This type of cheating also can be known as flagrant cheating. With this a student actively searches out materials by which they can reasonably expect a passing grade on a test, examination, quiz, or paper without actually doing any of the required work. In an age when the Internet is just a click away, this kind of cheating can be the most prevalent. A simple search on Google offers thousands of websites, all of them offering to do term papers for the student. These sites may also offer downloadable exams for fees large and small. It is this type of accessibility, which allows students instant academic gratification. Cheating on this scale typically comes from students who do not want to, or do not understand the information required to pass the assignment.
The second form of dishonesty is known as panic cheating. While no less important than planned cheating, the reasons are seemingly less sinister. Students who fit the bill as panic cheaters commonly come from environments which their primary source of income takes up a considerable amount of time. Many students in this day and age simply cannot afford to attend a traditional university, or have... [continues]
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