Date of Award
Doctor of Philosophy (PhD)
Educational Foundations & Leadership
Community College Leadership
Donald L. McCabe
Advances in technology have allowed educators to use new methods for delivering education, students are finding new ways to leverage technology to learn, and online course enrollments are growing at a faster rate than traditional face-to-face courses. Using McCabe's Academic Integrity Survey, data was collected from over 1,700 students enrolled in online or traditional, face-to-face courses at a large Midwestern community college during the fall of 2008. The purpose of this study was to examine whether differences in the self-reported attitudes and behaviors toward academic integrity exist between community college students enrolled in online courses and those in traditional, face-to-face learning environments. In addition, this study sought to determine whether the students' level of awareness of the institutional policies related to academic integrity and ratings of the academic integrity climate impacted students' self-reported cheating behaviors and perceived severity of those cheating behaviors and if it differed among students between the two learning environments.
Using both exploratory and confirmatory factor analysis, a five-factor model was developed and used to compare attitudes and behaviors toward academic integrity between the two learning environments. The results of the research did not reveal significant differences between the learning environments when examining the attitudes and behaviors of student cheating but they did reveal that online students were more apprised of the college's academic integrity policy and rated the Academic Integrity Climate higher than students enrolled in traditional, face-to-face courses.
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Christensen, Kristine M..
"Attitudes of and Behaviors Towards Academic Integrity Between Community College Students Who Enroll in Online Courses Versus Traditional Courses"
(2011). Doctor of Philosophy (PhD), Dissertation, Educational Foundations & Leadership, Old Dominion University, DOI: 10.25777/srg9-f207