ABSTRACT

Teaching and assessment practices rapidly moved online as a result of the global coronavirus pandemic. Academic integrity is paramount for the credibility and reputation of educational institutions regardless of their teaching modality. Students commit plagiarism when they copy, borrow, or steal others’ work, without properly acknowledging their source(s). Especially in online environments, accounting students frequently fall prey to plagiarism and, as a result, transgress the fundamental values of integrity and honesty that should be deep-rooted in accountants. It is, therefore, critical that educators increase their students’ plagiarism awareness and understanding. Drawing on the findings of conceptual, literature review-based research, the Biological Sciences Curriculum Study 5E (BSCS 5E) instructional model is applied as a frame of reference for accounting educators to promote their students’ awareness of plagiarism while concomitantly enhancing their twenty-first-century skills. Both theoretical and practical contributions are envisaged through the application of this constructivist, student-centred approach.

摘要

由于全球冠状病毒大流行，教学和评估实践迅速转移到网上。无论教学方式如何，学术诚信对于教育机构的信誉和声誉至为重要。学生在抄袭，借用或窃取他人的作品时会窃，但未正确确认其出处。尤其是在网络环境中，会计专业的学生经常容易遭到窃，因此，违反了应在会计师中扎根的正直和诚实的基本价值观。因此，至关重要的是，教育工作者必须提高学生对窃的认识和理解。利用基于文献综述的概念性研究结果，生物科学课程研究5E（BSCS 5E）教学模型被用作会计教育工作者的参考框架，以促进学生的of窃意识，同时提高他们的二十一世纪技能。通过采用这种以学生为中心的建构主义方法，可以设想出理论上和实践上的贡献。