הונאה בלמידה בחינוך הממלכתי בישראל: נקודת מבטם של מורים והורים

This study examined the phenomenon of academic dishonesty in the Israeli
public education system, focusing on teachers’ and parents’ perceptions and
on the strategies they employ to cope with it. A distinction was made
between acts of analog and digital academic dishonesty, through the three
main modes of learning assessment (i.e. exams, writing papers and doing
homework). The theoretical framework for this study lies on Pavela’s (1997)
conceptual model, which distinguishes between four types of academic
dishonesty: cheating, plagiarism, fabrication and facilitating academic
dishonesty. Data was collected through semi-structured interviews,
conducted with 12 teachers and 12 parents of elementary, middle and high
school students. Findings indicate that participants were familiar with digital
plagiarism more than any other type of digital academic dishonesty, and with
digital dishonesty in the context of writing papers more than in other types of
assessment. Compared to digital dishonesty, participants were more aware of
the factors that promote or inhibit analog academic dishonesty. As for
participants' ethical beliefs, the technological factor did not seem to affect
their views concerning their students’/ children’s acts of dishonesty. Findings
emphasize the importance of appropriate instructional design of assignments
in order to prevent digital academic dishonesty. It is recommended to expand
Pavela's original model, in order to accurately explain academic dishonesty in
the digital era.