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This study analyzed how students' personality traits and course attendance preferences impact academic integrity in the HyFlex learning environment. 535 undergraduate students were given a choice among courses face-to-face (F2F), online, or a hybrid combination of both. The Big Five Inventory and the Academic Integrity Inventory were administered t...
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... It implies fair, responsible, and trustful behaviours (Sefcik et al. 2020). Academic integrity infringements-academic dishonesty-include misconducts like fraudulent behaviour, cheating, or plagiarising (Eshet et al. 2023;Pan et al. 2019). This unethical conduct harms the quality of higher education (Cuadrado et al. 2019;Lee et al. 2020). ...
... As previously stated, there is a myriad of literature on academic integrity and dishonesty (Eshet et al. 2023;Tatum 2022). Whereas academic integrity is the pillar of higher education principles of truth (Poitras Pratt & Gladue 2022), academic dishonesty often references various academic integrity violations like contract cheating, plagiarism, and cheating. ...
Despite the growing interest in mindfulness in higher education, the literature on its relation to decision-making under risk (i.e. academic misconduct) and statistics anxiety is scarce. The present research shall fill this gap. Based on the prospect theory, we assessed the mediating effect of mindfulness on the relationship between statistics anxiety and academic dishonesty moderated by risk aversion. Data were collected from 791 undergraduate students in six Israeli academic institutions studying for bachelor’s degrees in social sciences. Questionnaires included the following measures: risk behaviour according to the prospect theory framework, Mindful Attention Awareness Scale, Statistics Anxiety Rating Scale, Academic Misconduct Scale and sociodemographic variables. Correlations among these variables were explored. The data was analysed using Structural Equation Modelling (SEM). The results indicate that the variance in academic dishonesty is explained by students' statistics anxiety with a mediation of Mindfulness moderated by Risk Aversion. Mindfulness negatively affects Academic Dishonesty, while Risk Aversion has a significant positive effect on Mindfulness. Finally, among individuals with high statistics anxiety, Risk Averse individuals show significantly higher Mindfulness than Risk Seekers. We conclude that mindfulness-based interventions might be a constructive tool to reduce risk-taking and promote ethical decision-making among individuals who experience high levels of statistics anxiety. Furthermore, developing mindful skills may help individuals with higher anxiety levels neutralize these unwanted feelings and get along with their learning tasks. Hence, avoid academic unethical behaviours.
... Pembelajaran Integritas Akademik membentuk fondasi esensial dalam proses penciptaan karya ilmiah yang berkualitas. (Eshet et al., 2023) Dalam konteks ini, peserta didik diajak untuk memahami dan menerapkan nilai-nilai dasar seperti kejujuran, kepercayaan, keadilan, rasa hormat, tanggung jawab, dan keberanian. Pembelajaran ini memperkuat perilaku akademik yang etis, membangun komunitas yang didedikasikan untuk pembelajaran dan pertukaran ide yang bermakna. ...
Integritas akademik menjadi landasan utama dalam penciptaan karya ilmiah berkualitas, menuntut komitmen mendalam terhadap nilai-nilai inti seperti kejujuran, kepercayaan, keadilan, rasa hormat, tanggung jawab, dan keberanian. Nilai-nilai ini membentuk dasar perilaku akademik etis yang tidak hanya menciptakan komunitas yang didedikasikan untuk pembelajaran dan pertukaran ide, tetapi juga memastikan bahwa siswa dan staf bertindak secara terintegrasi dalam ranah akademis. Bagi institusi pasca sekolah menengah, termasuk universitas, integritas akademik menjadi kunci untuk memperkuat reputasi yang tercermin dalam transkrip akademik, gelar, atau sertifikat. Artinya, reputasi institusi tidak hanya mencerminkan pencapaian akademis individu tetapi juga memberikan makna umum yang dapat diakui. Dengan demikian, setiap siswa dapat merasakan manfaat dari reputasi ini dan membangun prestasi akademis mereka.
... Hyflex libraries are a pioneering reaction to educational innovation in academia, where flexibility and accessibility are in great demand-the layers of this concept reveal its transformational potential for students and educators. HyFlex allows students to avoid expensive commutes and scheduling difficulties by providing a good balance between work, family, and other obligations (Eshet et al., 2023). ...
This study explores the novel idea of hyflex libraries, which are inclusive and flexible learning environments created by fusing technology and conventional classroom settings. Like other hybrid learning programs, Hyflex libraries offer students equal access to information, flexible learning modalities, and possibilities for collaboration by seamlessly integrating online and on-campus resources. In examining the importance of bridging the gap between in-person and online learning, the essay emphasizes how transformative it can be for both teachers and students. The technological tools used in hyflex libraries, access platforms, implementation issues, collaboration techniques, and future trends are all covered in detail. The effects of technological developments are also examined, including improved integration of virtual and augmented reality, artificial intelligence for tailored education, and 5G technology for uninterrupted communication. The essay emphasizes the continued dedication to meeting a range of needs in the always changing field of education.
... f academic writing services can be obtained at a cost. This need on the part of the students to resort to such unwarranted ways and means to meet their academic compliances could also be due to their attitudinal factors and learning style variations that are driven through pedagogical & comprehension challenges under a digital learning environment (Eshet et. al. 2023). What cannot be denied here is the systemic failure that occurred at all levels wherein each stakeholder strived to attain their own desired outcomes while conceding an inherent support to academic cheating. This paper aims to comprehensively explore the attitudes and perspectives of both students and the faculty regarding the academic ...
This article summarizes the arguments and counterarguments regarding the issue of academic dishonesty. The study’s main aim is to understand and initiate discussions about the widespread but disturbing problem of attrition in higher education institutions around the world. A systematization of literary sources and approaches to understanding university attrition has shown that a deep-rooted interplay of cultural, cross-cultural and social values contributes to academic dishonesty. The relevance of this issue and decisions that are considered necessary in this direction is that it will help educational institutions think about the need to develop a policy of academic integrity and control over strict compliance with the norms of this policy. The work uses a dual methodological approach involving quantitative and qualitative research methods. Within the framework of the quantitative method, a survey of students was conducted, which included a sample of 503 respondents. The purpose of the structured study of students is to determine their general perception of academic integrity, as well as to assess the extent of their use of information technology and compare it with their individual level of academic integrity. The qualitative method involved conducting interviews (in person and by telephone) and 25 focus group discussions among educational administrators regarding the prevalence of academic dishonesty in the academic environment. The internal consistency of the method was checked using Cronbach’s alpha coefficient. The article empirically confirms the results, which indicate that the traditional learning environment, the level of affluence in the family, and technological dependence contributed to non-compliance with the principles of academic dishonesty and a decrease in the quality of educational services. The results showed that the presence of a family business can significantly affect a student’s thinking and form a low level of tolerance for academic dishonesty (F=1.54, p=0.02). With the rapid spread of digital technology, Generation Z students depend highly on technology to support their educational endeavours (F=1.35, p=0.04). The results of the study offer a better understanding of the consequences of deviant academic behavior, the justification for increasing the responsibility of the subjects of the educational process for non-compliance with the principles of academic integrity and the importance of the institutional policy of the educational institution in regulating this issue.
... Сьогодні дедалі більшої популярності в закордонній системі освіти набуває HyFlex навчання, що надає найбільшу гнучкість, оскільки дає змогу студентам, які навчаються в класі під керівництвом викладача, та студентам, які навчаються в режимі онлайн, навчатися в одному класі [15]. Навчання за модальністю HyFlex подібне до змішаного навчання, за винятком, що воно дає змогу студентам обирати модальність в залежності від їхніх потреб і щоденних обставин. ...
... However, the findings are mixed and also tend to yield small effects. For example, previous investigators have found that breaches of academic integrity are especially prevalent among STEM students, though without differences among the STEM disciplines (Eshet et al., 2023). This may be explained by the highly competitive and demanding environment associated with STEM and the collaborative nature of STEM assignments (Gilmore et al., 2016). ...
... We recommend that academic instructors, particularly those teaching ERT courses, take active measures toward academic integrity. These measures could include: Conducting continuous assessments of students' written work throughout the course (Cheng et al., 2013); promoting educational interventions (Eshet et al., 2023) like work drafts. Instructors must also take slight alternations in the course content or assignments so that students will not simply reuse an old assignment (Sowell, 2018). ...
The COVID-19 pandemic has forced higher education institutions worldwide to shift from face-to-face (F2F) to emergency remote teaching (ERT), which has led to an increased concern about academic integrity. This study examines the relationship between learning environment and academic integrity via plagiarism detection software in different disciplines and according to higher education institutional ranking. We analysed 7976 assignments submitted between 2019 and 2020 in 39 Israeli academic institutions. The results indicated that the transition to ERT is associated with decreased academic integrity, especially in humanities. Similarly, the shift to ERT particularly affected college students and students studying in medium- and low-ranked institutions. We conclude that an institutional- and discipline-based approach is required to combat academic misconduct in ERT settings. Automating plagiarism detection software may also help students self-check their written assessments; this may be an essential first step toward enhancing academic integrity.
... The civil engineering program study found that performance varied by level, with scores of level 1 students decreasing over the three years of the study and scores for level 3 students increasing over that same time interval [12]. Another study examined the relationships between attendance mode, student personality traits, and academic integrity [13]. The study found a small but significant correlation between the personality traits of agreeableness and emotional stability with academic integrity, but found no significant differences between students who attended inperson, online, or in both formats [13]. ...
... Another study examined the relationships between attendance mode, student personality traits, and academic integrity [13]. The study found a small but significant correlation between the personality traits of agreeableness and emotional stability with academic integrity, but found no significant differences between students who attended inperson, online, or in both formats [13]. Yet another study compared scores across engineering thermodynamics courses in Singapore and Malaysia during 2019, 2020, and 2021, with 2019 being in-person and 2020-2021 being online [14]. ...
The article highlights the use of the HyFlex technology in teaching foreign languages to students of pedagogical specialties, in particular, 013 “Primary Education” and 012 “Preschool Education” under modern challenges. In accordance with the research target, the following tasks are defined as clarifying the essence of basic concepts; describing the HyFlex technology of teaching a foreign language; and determining the prospects of further research of the HyFlex technology of teaching a foreign language for future teachers of primary and preschool education. The method and procedure of an ascertaining stage of the pedagogical experiment is presented in this research which includes self-assessment surveys and diagnostic tools to evaluate students' readiness to learn foreign languages in the HyFlex model. Intuitive, reproductive, searching, and creative students' readiness levels are defined by the authors in terms of the HyFlex model. The results of the research suggest that most students exhibit a reproductive level of skills in this context. The article provides insights into the organization, principles, and structure of HyFlex foreign language teaching for students specializing in primary and preschool education, emphasizing the importance of technological and linguistic criteria. The authors present an array of educational tools and digital resources that enhance language learning within the HyFlex framework (Google Services (Google documents, presentation, sheets, forms, Jamboard), Quizlet and Anki, Mentimeter, Quizalize, WordWall, Flip, Canva, Vocaroo, Metaverse Studio Application). Future research is expected to focus on the formative stage of the pedagogical experiment, aiming to further develop students' abilities in foreign language learning within the HyFlex model.
