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Hello, I have a class activity in a Word document to turn all the given paragraphs to APA formatting, with all the references also.i have a video to explain everything needed, its very simple and doesn’t take time, but I need someone whos expert in APA formatting.
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King Abdulaziz University
Faculty of Arts and Humanities
Department of Modern Languages and Literature
10
Basic Research Methods – ELAN 223
Paper Formatting – Guidelines & Rubric
Name: ………………………………….
Student ID Number: ……………………
Assignment Instructions: Format the text below according to
the APA referencing style. Make sure to go through the rubric as
there are specific criteria that you will be assessed on.
Criteria
General Formatting
Page Numbering
Font Style & Size of Text (Times New
Roman/size 12)
Document Double Spaced
Title Page Formatting & Information
All Title Information is Centered in the
middle of the Page
Title Abides by APA Title Rules
Spacing (Title and Spacing of Other Title
Page Information)
Inclusion of All the Necessary
Information on Cover Page
Mechanics on Title Page
Essay Body Formatting
Left Alignment
Title Inclusion and Formatted
Paragraph Indentation
No Extra Spacing Between Paragraphs
References Page Formatting
Title is Properly Formatted
Hanging Indentation
□
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Grade Comment
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Title: academic misconduct during the time of COVID-19
(There are 4 paragraphs)
Education is essential and fundamental for human life. The
importance of schooling is that it awakens the brain’s abilities to
gain knowledge and process information. However, nowadays,
pedagogy has changed because of the spread of COVID-19. The
pandemic impacted educational systems around the world and
caused changes to both teaching and learning. It also had major
effects on academic misconduct that led to the increase of online
cheating because of the rapid shift from classrooms to digital
platforms. Accordingly, this paper discusses cheating among
higher education students during the time of COVID-19 from two
perspectives: the reasons for this type of misbehavior and the
methods used.
There are various online reasons for cheating that emerged
worldwide during the pandemic. The first reason is the rapid
transition from face-to-face teaching to online learning. It caused
much pressure and stress on students’ mental health (Fu et al.,
2021). Moreover, moving to a digital platform this fast made
some learners feel the education they were receiving was not as
serious as in-person learning. In Shoaib and Zahran’s (2021)
study, participants described the online learning situationas “Not
real,” “In another world,” “Sleep mode,” “Open book allthe time,”
“No limits”, and “So strange” and because of that theycheated (p.
98). The second reason is that most teachers lack experience in
digital teaching. This made it easier for students toillegally access
learning materials as many of them knew more about technology
than their instructors (Hadiyanto et al., 2020). In addition to the
latter, the absence of e-proctoring systems for online quizzes and
exams is another reason students cheated. Some instructors had
no such system in place in their educational institutions
(Henderson, et al., 2021) while others tried to invigilate
independently by using Zoom, but it did not work most of the
time (Eaton, 2020). Finally, peer pressure also led to this type of
bad behavior. Some students believed if everybody was
participating in this kind of unethical behavior, itgave them the
right to do it as well (Griebeler, 2019). To sum up, there are
different reasons for academic misconduct that have appeared
during the pandemic.
It is equally important to also understand how students cheated
during the shift to digital classrooms. Some pupils used those
around them to help them cheat. Many studies found that friends
supported and influenced each other strongly in this unethical
behavior (Gamage, 2020). For others, it was through contract
cheating because it was an easy way out. Pupils pay money to
buy test answers from people who have access to them
(Williamson, 2019). Online exams not only gave students the
chance to access different material from those around them, but
it enabled them to quickly copy and paste information from the
many sources available to them. Some studies found that they
took information from online sites or from their own computers
and textbooks (Sidi et al., 2019). Other researchers identified
more modern ways of cheating. Some of them found that the
main tool that was used by learners was WhatsApp. This way of
cheating compensated for poor learning skills because it made
cheating easier and effortless (Alghamdi et al., 2016). Reedy (et
al., 2021) found that some students helped each other during
exams not only by using text messages but also via direct calls.
Parks et al. (2018) even claimed that some students cheating by
sharing information through different social networking sites
such as Facebook. To sum up, there are many cheating methods
that were used by students during the time of COVID-19.
In conclusion, this paper presents the reasons and the methods for
academic dishonesty since the commencement of the pandemic.
It discussed the different reasons that made pupils cheated. For
some of them it was because of the rapid shift to e-learning, and
for others it was due to such things as the teachers’lack of digital
experience, the perception that the online situationwas surreal, the
absence of e-proctoring systems, and peer pressures. On the other
hand, it is also imperative to know the methods used by learners
that led them to such bad behavior. Students used tools such as
WhatsApp, contract cheating, phone applications, and copying
and pasting from various materials. Unfortunately, cheating was
easier and more accessible among students during the time of
COVID-19.
(There are 13 references)
Alghamdi, E. A., Ragab, H., & Rashid Shah, S. (2016).
Unmonitored students self-created WhatsApp groups in distance
learning environments: A collaborative learning tool or cheating
technique. International Journal of Research Studies in
Educational
Technology,
5(2),
71–82.
http://dx.doi.org/10.5861/ijrset.2016.1604
Eaton, S. E. (2020). Academic integrity during COVID-19:
Reflections from the University of Calgary. ISEA, 48(1), 80-86.
Fu, W., Yan, S., Zong, Q., Anderson-Luxford, D., Song, X., Lv,
Z., & Lv, C. (2021). Mental health of college students during the
COVID-19 epidemic in China. Journal of Affective Disorders,
280, 7–10. https://doi.org/10.1016/j.jad.2020.11.032
Gamage, K. A., Silva, E. K. D., & Gunawardhana, N. (2020).
Online delivery and assessment during COVID-19: Safeguarding
academic integrity. Education Sciences, 10(1), 301.
https://doi.org/10.3390/educsci10110301
Griebeler, M. C. (2019). “But everybody’s doing it!”: A model
of peer effects on student cheating. Theory and Decision, 86(2),
259–281. http://dx.doi.org/10.1007/s11238-018-9680-x
Hadiyanto, H., Kurniawan, D., & Juwita, M. (2020).
Effectiveness and teachers’ confidence in e-learning usage in
teaching and learning English during COVID-19 pandemic at a
university. The Journal of Language, Literature, Culture, and
Education,3(1), 90-101.
Henderson, E. & McKinnon, J. (2021). The integrity of online
exams during Coronavirus 2019. International Journal of
Education Research, 16(1), 52-64.
Reedy, A., Pfitzner, D., & Rook, L. (2021). Responding to the
COVID-19 emergency: Student and academic staff perceptions
of academic integrity in the transition to online exams at three
Australian universities. Int J Educ Integr, 17(9).
https://doi.org/10.1007/s40979-021-00075-9
Parks, R., Lowry, P. B., Wigand, R., Agarwal, N., & Williams,
T. (2018). Why students engage in cyber-cheating through a
collective movement: A case of deviance and collusion.
Computers & Education, 1-15.
Shoaib, A. M. & Zahran, K. A. (2021). Systematic collective echeating in a Saudi Arabian higher education context: A case
Study. Higher Learning Research Communications, 11(2), 97100. https:/doi.org/10.18870/hlrc.v11i2.1264
Sidi, Y., Blau. I, & Eshet-Alkalai, Y. (2019). How is the ethical
dissonance index affected by technology, academic dishonesty
type and individual differences? BERA, 50(6), 3300-3314.
https://doi.org/10.1111/bjet.12735
Williamson, E. J. B. (2019). Contract cheating and academic
integrity in higher education: What can universities, governments
and quality assurance agencies do to understand, prevent and
respond to the challenge? Kilaw Journal—Special Supplement,
4(1), 220–274.
Yu, H., Glanzer, P. L., Sriram, R., Johnson, B. R., & Moore, B.
(2019). What contributes to college students’ cheating? A study
of individual factors. Ethics & Behavior, 27(5), 401–422.
https://doi.org10.1080/10508422.2016.1169535.
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