Why Online Class is not a good education for students due to cheating?Answer it on a Speech
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Answer:
There have always been kids that have chosen to cheat in school, but today’s tech gadgets have made it easier and more common than before. With the majority of teens and tweens carrying cell phones, answers to test questions can zing around a classroom in minutes. Here are some examples of the ways teens are cheating at school:
Kids have programmed answer sheets into their iPods or recorded course materials into their MP3s and played them back during exams.
Students have text-messaged test questions (or used their camera phones to picture-message tests) to friends outside the classroom.
When essays are assigned, some students simply cut and paste text from websites directly into their papers.
Some students prep for pop quizzes by inputting math formulas or history dates into their programmable calculators.
Students can buy term papers from a growing number of online “paper mills,” such as schoolsucks.com, for up to $10 a page.
In a recent survey of 18,000 students at 61 middle and high schools:
66% admitted to cheating on exams,
80% said they had let someone copy their homework, and
58% said they had committed plagiarism.
Our society seems to promote that you should do whatever it takes to win or succeed. Children don’t like to lose. Our culture appears to say that it is acceptable to step on others as you climb ahead. Some parents have contributed to the problem by not focusing their attention on instilling positive values – such as honesty, doing your best, and integrity – and instead pressuring their children to excel. Some parents are afraid that their child won’t have a good job or life if they don’t get to the best college, which requires the best grades. Nearly one-third of teens and 25% of tweens say that their parents push them too hard academically, according to a recent national survey commissioned by Family Circle. Additionally, when kids see other kids cheating and not getting caught, it makes them question the importance of honesty. If the cheaters get better grades, an honest youth can feel frustrated.
Consequences of Cheating
The consequences of cheating can be hard for a tween or teen to understand. Without the ability to see the long-term effects, children may feel that the pros of cheating (good grades) outweigh any negatives. That’s why it’s important for parents and teachers to explain the consequences of cheating, such as:
Cheating lowers your self-respect and confidence. And if others see you cheating, you will lose their respect and trust.
Unfortunately, cheating is usually not a one-time thing. Once the threshold of cheating is crossed, youth may find it easier to continue cheating more often, or to be dishonest in other situations in life. Students who cheat lose an element of personal integrity that is difficult to recapture. It damages a child’s self-image.
Students who cheat are wasting their time in school. Most learning builds on itself. A child must first learn one concept so that they are prepared for the next lesson. If they don’t learn the basic concept, they have set themselves up to either continue failing or cheating.
If you are caught, you could fail the course, be expelled, and gain a bad reputation with your teachers and peers.
When you are hired by future employers based on the idea that you received good grades in a certain subject, you will not be able to solve problems, offer ideas, or maintain the workload in that subject area. A teen is only cheating themselves out of learning and discovering how good they could really do.
Experts agree that:
students who repeatedly plagiarize Internet content lose their ability to think critically and to distinguish legitimate sources from those that are not.
students who cheat in high school are more likely to do the same in college, and college cheaters, in turn, are more likely to behave dishonestly on the job.
Answer:
Across most college campuses today, students may choose how they want a course delivered, in that they may choose the traditional face-to-face (live) classes or classes delivered to their computers via the Internet (on-line). University administrators often view the on-line course as a way to increase enrollment by reaching students far from campus that would otherwise attend a college closer to home. Students often prefer online courses for the freedom it provides in being able to do coursework around their own schedules and in reducing the cost of travel.
With the rise of this new method of course delivery, some researchers have raised concerns about academic dishonesty. While many studies have been completed related to cheating in live classes
Factors that Influence Cheating Behavior
To understand why students cheat, one must first examine the underlying psychological theories concerning moral reasoning. Kohlberg (1971) proposed a six stage theory of moral reasoning divided into three levels of moral development. During level one (Preconventional Moral Reasoning), moral judgments are based on personal needs and cultural rules. At level two (Conventional Moral Reasoning), ethical judgments are based on the expectations of one’s family, society, or nation regardless of the perceived consequences. During the last level (Postconventional Moral Reasoning), a person’s moral values or principles are defined and have validity beyond those held by any individual person or group. Kohlberg's theory applies to student cheating behavior because a student may cheat to gain a personal need as noted in the preconventional level.
Research has shown that gender may play a role in making ethical decisions. Borkowski and Ugras (1992) found that females expressed greater ethical positions than males when examining and evaluating ethical behaviors. Similarly, Shepard and Hartenian (1991) and Yu Niiya, Ballantyne, North, and Crocker (2008) found that females, more so than males, chose an ethical orientation. Ruegger and King (1992) found that age and gender have an impact on business students' development. Their findings suggest that gender is a significant factor related to ethical conduct. Females tend to be more ethical than males in the perception of business ethical situations. Humbarger and DeVaney (2005) not only concluded that female students are more ethical, but also that ethical values increase with a student's age. Stevenson (1999) reported similar conclusions to Humbarger and DeVaney (2005) in that Stevenson (1999) noted females reported significantly higher cognitive moral judgment scores than males.
While gender may play a role, research indicates that other external factors may affect student ethical behavior. Students who participated in sports were less ethical than students who did not participate in sports. Stevenson (1999) reported similar conclusions as discussed by Humbarger and DeVaney (2005). Stevenson (1999) noted that females reported significantly higher moral judgment behavior than males. Competitive athletics seem to have a negative effect on the moral reasoning and moral development of athletes. Student athletes who participated in team sports had significantly lower moral behavior when compared to non-athletes or individual sport athletes