This section reports on the findings of the analysis of the data gathered from the survey.
The survey questionnaire aimed to explore how several items such as time management, culture and workload of teachers relate to teachers’ plagiarism while participating in online learning. Several questions requested the participants’ demographic information such as gender, age and university major. Following the questions about background information the teachers were asked to move to the second section of the survey related to the culture. After answering situational questions the teachers moved to the third part of the survey dealing with the specialty, taught hours and the load the teachers have at school. Participants were asked to answer to the questions by choosing Yes\No alternatives.
The data from the questionnaire were analyzed by using descriptive and inferential statistics that helped to present general trends in the data (means), understand the spread of scores (standard deviation), and to compare the mean scores of two groups on a single measure (Creswell, 2014).
The chapter briefly reported on the findings of the research aimed to explore the relationship between academic honesty awareness and teachers’ plagiarism in online learning. As it was found out from the collected and analyzed data there is a significant amount of relationship between academic honesty awareness and teachers’ plagiarism on online learning courses. The main variables of this relationship are listed as following: time-management, culture of learning and teachers’ workload.
The previous chapter presented the results of the research on the topic “The relationship between academic honesty awareness and teachers’ plagiarism in online learning.” This chapter will briefly present the results of the survey conducted to measure the relationships between above-stated variables.
The survey conducted revealed that the teachers assigned for online courses are often late for the submissions as it is quite difficult to manage the time to do long-term projects. In addition, nearly 90% of the participants stated that they feel comfortable with short-term assignments.
The perception of academic honesty regulations on a cultural basis is another important variable to consider. According to Lahur (2005), Asian students are less competent while considering the familiarity with the concept. The questions of the second part of the survey helped to identify that the concept of friendship and helping the close people are much stronger than following academic honesty procedures. 94% of the participants convinced in violation of the regulations of academic honesty.
Workload of the teachers
According to the third part of the survey, the teachers are extremely busy during school day. They have to manage three shifts of students, fill in the documents coming from the administration, to present a written plan of their lessons to the administration every morning and fill in the grade books. These do not allow them to do online assignments during the day and they have to do the tasks late in the evening, which also forces them sometimes to copy and pace the answers from the internet to keep some hours for sleep.
The results of the research prove that there are several variables that influence the relationship between academic honesty awareness and teachers’ plagiarism in online learning. Whilst other factors such as time management and culture are more or less on the same level, the teachers’ extreme workload is the major variable that clearly affects the way the teachers deal with online assignments.
- Creswell. J., 2014., Educational research: Planning, Conducting and evaluating quantitative and qualitative research., Fourth edition
- Lahur. A., 2005., Plagiarism among Asian students at an Australian university offshore campus: Is it a cultural issue?.