Question Description

 

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DMUIC

 

 

 

 

Principles of Marketing

LIPC1140

 

 

 

Individual Assessment Guidelines

 

March- June 2020

 

 

Module Organiser: Dr Shelton Giwa

Tutors: Mr Paresh Lodhia

 

 

 

 

 

Learning Outcomes

 

On successful completion of the module, students will be able to:

1. Demonstrate knowledge and understanding of the basic theoretical principles of marketing.

 

1. Apply the theoretical knowledge gained to relevant business situations.

 

1. Present effective marketing analysis in written formats.

 

A major expectation of all assessments whilst at DMU/DMUIC is that students work in the English language and generate their assignments in the English language.   Initial work should be produced in English not a second language. This means that the use of any language generation/translation or websites is discouraged. The use of such tools may be considered Bad Academic Practice and the consequences outlined in the previous section will apply.

 

• Total assessment weighting 50%

Tasks

Choose a UK Operating Car/Automotive companies from the following list:-

 

 

Top Automotive Trends In 2019: A Year Of Wows And Woes

 

Sarwant SinghContributor

Transportation

 

Automotive Trends in 2019

Getty

It’s time for our annual exercise in trendspotting.

Last year we anticipated that global vehicle sales would be challenged and that was just what happened, with global passenger vehicle sales limping to a marginal increase of just over 400,000 units in 2018. We had all our chips on the unstoppable rise of mobility services and, by year end, the top 5 ride-hailing companies—Uber, Lyft, DiDi, Grab and Go-Jek—were estimated to be worth over $230 billion. We also predicted that value added services in automotive retail would be huge. So, on the one hand, software technology companies made further inroads into the automotive industry through services like usage-based insurance, new finance and leasing services, and connected car services while, on the other, automotive companies kept their customers engaged and satisfied through expanded and enhanced after sales services and solutions.

A Year Of Wows And Woes

This year, I believe, will be a combination of wows and woes. Automotive technologies will be fresh, exciting and innovative but the uncertainties caused by Brexit, the United States-Mexico-Canada Agreement (USMCA) and China taking its foot off the growth accelerator will threaten to throw a spoke in the wheel. We’re likely to see the fall of an automotive giant, the (near) extinction of a car segment that has long defined the popular vision of the automotive industry, a windfall for the titans of new mobility, and much, much more technology-driven disruption.

• Internet of Things (IoT) And AI Unleash Transformation: IoT and AI technologies will continue to revolutionize the automotive sector, driving unprecedented transformations across vehicle and device connectivity, autonomous driving, electric powertrains, and shared mobility. Think of your vehicle becoming a mini-office with your in-vehicle personal digital assistant making the driving experience safer, more productive, and less fraught.
• China Takes A Tumble: After a decade of sales growth, the Chinese automotive juggernaut finally stumbled, with the passenger vehicle market declining in 2018. Expect a slowing economy, the growing uptake of shared mobility modes, the continued popularity of public transportation, and an increasingly saturated SUV market to clip the wings of the Chinese dragon.
• Ride-hailing IPOs Go Supersize: Expect some mega blockbuster ride-hailing IPOs in 2019. Among the big names set to hit the public market are Uber, Lyft and DiDi, with valuations beating those of well-established car companies who have been building cars for over 75 years.

PROMOTED

• The Future Of Mobility Is Multimodal: Public private partnerships, reinforced by Big Data and data analytics, will power resource-efficient, flexible and on-demand multimodal mobility solutions. This will dovetail with new policy initiatives aimed at promoting streamlined and sustainable urban transportation. At the same time, expect more white label journey planning apps for B2B and travellers.
• A Connected Environment With Features On Demand: A connected vehicle ecosystem is closer than we imagine. From powertrains and advanced driver assistance systems to connected services and smart interiors, cars are becoming more connected both internally and externally. Business models—ranging from freemium where connected features are offered either as a demo, charged one off or are subscription based to short and long term subscriptions with one time, monthly and yearly payment models—will evolve to keeping pace with this highly networked and connected environment. Just check out Audi’s new eTron launch strategy of offering an à lacarte menu of options where you can buy connected car features on demand.
• The Vehicle As Marketplace: Bask in your own little (automotive) marketplace. From the comfort of your car, access a whole host of on-demand contextual services ranging from fuel and parking, food ordering and payments, restaurant reservations, hotel bookings, navigation, alerts on offers from your preferred dealership and information on connected brands and valuable offers.
• Autonomous Shuttles And Taxis Zoom Closer To Reality: Forget all those sci fi films. The day is not far when you’ll be hopping into an autonomous shuttle or a self-flying taxi in the real world. Car manufacturers, mobility service providers and autonomous technology companies are furiously pushing to be the first to debut their vision of autonomous shared transportation.

But before that, watch out for the convergence of connected, autonomous, safety and electric technologies as they create three critical platforms—electric, digital, and electronic—that will form the building blocks for autonomous vehicle development. Amidst widespread change in vehicle systems and architecture, get ready for improved diagnostics and vehicle health monitoring, streamlined electrical power systems, redundant braking and steering systems, enhanced ease of use, better human machine interface (HMI) and infotainment features, superior cybersecurity modules and the growing redundancy of electronic control units (ECUs).

• Electric Vehicles Are Charged And Ready To Go: More than 270 ambitious start-ups are revving up the electric vehicle (EV) industry. Stricter emissions regulations will be accompanied by a flurry of new model launches. Tesla better scramble because on the anvil are more than 43 confirmed model launches—25 battery EVs (BEVs) and 18 plug-in hybrid EVs (PHEVs)—in 2019. Gear up for electric mobility options to become more pervasive in ride-sharing and micro-mobility solutions. Global xEV sales are expected to grow 38% over 2018 to reach 6.67 million units.

Despite growth in EV and hybrid vehicles, don’t count out petrol powertrains just yet. Advances in petrol engine technology will further affect already beleaguered diesel powertrains but will facilitate the transition to alternative fuels.

And finally, charging technologies will make a quick dash to catch up with advances in EV technologies. While BEVs will move toward 350kW+ DC charging, PHEVs will start 50kW+ DC charging. As Combined Charging System (CCS+) technology becomes standard, fast charging EV charging stations will become as convenient to use as your local gas station.

• Vehicle Subscription Services Are Here To Stay: Thanks to millennials and Gen Zers who are expected to emerge as their biggest customers, and the rising preference for access to, rather than ownership of, a vehicle, subscription services are ready to explode. Over 16.3 million new and used vehicles are expected to be part of the vehicle subscription universe by 2025.
• Gen Zers Become The Key Influencers: As Gen Z comes into its own, OEMs will depart from conventional vehicle features, design and capabilities to embrace a new, Gen Z inflected idiom that meets their unique demands.

Automakers Scramble To Deal With Fallout Of Trade Deals

The automotive industry will need to brace for a rough ride in 2019. New vehicle sales in emerging markets like Thailand, Turkey and Slovakia are projected to decline slightly this year due to rising vehicle costs, and cannibalization by public transportation and new mobility alternatives. This will be offset by marginal growth in new car sales in other emerging markets such as India, Brazil and Mexico.

Overall, Latin America will be the savior on wheels, pushed principally by a resurgent Brazil. Strong GDP growth, solid sales, particularly in the SUV segment, and policy impetus through ‘Rota 2030’, a growth and modernization strategy targeting the country’s automotive sector, are set to make 2019 a standout year for the Brazilian automotive industry.

In less uplifting news, Brexit, USMCA and the US-China trade war will continue to cast dark shadows on the automotive industry. New vehicle production and sales are expected to experience setbacks. As the industry tries to ride out this difficult year, expect to see more alliances between automakers and attractive after sales offerings to lure consumers.

This article is based on research and analysis from a soon to be released Frost & Sullivan study: Global Automotive Outlook, 2019.

Source: Forbes (2019)

 

 

 

Assessment Details

 

Using the supporting materials provided (see also Mintel Report, 2020) Blackboard under Assessment), as guidance, and other reliable and academic sources complete the following: –

1. A PRESTCOM analysis
2. Evaluate the current marketing environment for your chosen retailer (E.g. Internet based vs. actual store sales, information from recent UK sales (current and future projections), footfall & consumer confidence.
3. A SWOT analysis
4. Analyse three factors from your PRESTCOM/SWOT analysis which, in your opinion, are the most significant. Make recommendations to the Marketing Director for future marketing plans.

 

Writing Guidelines

• Text formatting: – Arial 12, double line spacing.
• Word limit: – 2000 (+/- 10%) suggested.
• Submission: – Via Turnitin (Blackboard)
• Submission date: – Friday 5^th May 2020 before 09.00 (week 6) via Turnitin

If you require an extension of the deadline for some assessment components for up to 14 days, please speak to the DMUIC Reception at least 24 hours before the assessment is due to take place.  You will be given a form to complete in order to request an extension.  Please note that completion of this form does not guarantee that an extension will be granted, just that it will be considered.  You will know that an extension has been granted when the form is returned to you with a new deadline for the assessment, signed by the College Director.

Examples of valid reasons for an extension include confirmed extended periods of illness or recent authorised absence from the college.

 

Unauthorised Late Submission of Work

Late submission up to 14 actual days after the submission date	The work will receive a mark up to a maximum of 40%
More than 14 days after the submission date	0%

 

The definition of ‘late’ will be after 9.00 a.m. to Blackboard for electronic copy.

 

Plagiarism and Related Academic Offences

 

Please refer to your programme handbook for specific details regarding plagiarism and bad academic practice.

 

Please be Aware:

 

• You have been warned in the Module Handbook, and in the Regulations, so explaining that your plagiarism was accidental or that you hadn’t been told it was wrong will not be a valid excuse.
• Plagiarism is an academic offence. You will be referred to the Academic Practice Officer (APO) if we suspect or find evidence of any of the above offences. There will be a full investigation which will delay the release of your marks.
• Your assignment will not pass if it contains material which has simply been paraphrased or plagiarised from the learning notes or other electronic or printed material.
• You must not ‘cut and paste’ or copy from any on-line or any hard copy sources.
• The use of only the citation or abstract of an article is not acceptable.
• You may be expelled from the University for an offence of these types
• Please see the University Guidelines on Plagiarism and Bad Academic Practice for more information on what is acceptable and what is not.

 

 

 

 

 

Mark Scheme (100%)

 

Criteria	Marks
Research: Evidence of research Good quality sources Required range of sources	25
Analytical Approach: Arguments are justified through use of supporting evidence Evidence is analysed Appropriate recommendations supported by evidence	30
Student Writing & Application: Use of own words and style of writing; use of quotations is not excessive Critical approach: stands of evidence are compared, contrasted and questioned	25
Structure: Essay Format   There is a sequential logic and clear structure to the assignment	10
Referencing: Correct use of Harvard conventions (in-text citations, reference list, cross-references)	5
General presentation: Front cover Spelling, punctuation and grammar Correct use of paragraphing Text formatting (line spacing, font size, word count, fully justified text)	5
Total	100

 

Assessors

 

Shelton Giwa and Paresh Lodhia

 

 

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Question Description

 

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How Online-Education Affects the Cheating phenomenon?

An Investigation into the Impact of COVID-19 on Student Assignment Integrity in HE Online Education in China

 

Table of Content

Chapter 1 Introduction

Chapter 2 Literature Review

2.1 Impact of COVID-19 on Online Education

2.2 Opportunities and Challenges brought by COVID-19 in China

2.3 Compare and Contrast Student Integrity in Higher Education

2.4 Plagiarism Issue after the Outbreak of COVID-19 in China

2.5 Self-experience during the Virus Epidemic

Chapter 3 Methodology and Method

3.1 Research Philosophy

3.2 Research Method: Qualitative Method vs. Quantitative Method

3.3 Research Approach: Deductive Approach vs. Inductive Approach

3.4 Strengths and Weakness of Using Primary/Secondary Data

3.5 Data Collection and Analysis

Chapter 4 Findings and Discussion

4.1 Introduction

4.2 Summary of results

Chapter 5 Conclusion

References

 

1. Introduction

COVID-19 has swept the world since December 2019 and affected the education mode as well as students’ assignment integrity. As known, the traditional form of education usually concentrates on face-to-face teaching (Castle.et al.,2010). Regardless, the advancement of information technology and the internet contributes a fresh category of education channel for distance education as well as suffice for e-courses. This form of instruction is called online training. Previous research has shown that in China, different from the evolution of conventional web-based learning technique, numerous learning platforms based on Cloud Computing network have sprung up (Liu.et al.,2019). To a certain extent, online pedagogy has brought convenience to students and teachers. As for the result, e-courses remarkably conserve time as well as the workforce. Nevertheless, at the same time, online education withholds unavoidable drawbacks. According to Carnevale (1999), there are more cheating take place in an online lesson than in a conventional class. Unlike traditional on-site teaching criterion, online teaching obliges extra scrutiny in terms of teaching interaction and integrity demeanor.

 

The research question is intended to assess the consequences of COVID-19 on student assignment integrity in online tuition in China. The setting chosen for this study will be a student-based setting which I would collect needed data from existing sources and articles; in other words, I would assemble and pertain to secondary data. For further explorations, this essay will discuss the cheating market that emerged with the popularization of online education after COVID-19 ravaged the world. Before coming into the fundamental research question, the focus of the research attempt to evaluate how COVID-19 affects the balance of online pedagogy as well as on-campus study in China. Given the following questions such as the relationship of COVID-19 and the cheating market in online HE courses; the pros and cons of distance education; status of on and offline training, etc. The mentioned cases provide a comprehensive background in education to investigate “the impacts of COVID-19 on Student Assignment Integrity in online education in China”. To explore the interchange of online education and virus outbreak, this essay would keep pace with 2020 that COVID-19 is spreading all around the world and would focus on how the virus encompasses traditional learning processes, the modification in the educational model and university students’ integrity—the arrival of the COVID-19 epidemic in 2020 has promoted internal rectification and self-innovation in various industries, especially in education. As the virus spreads further, students and teachers start to stay at home and start their online-courses (Shen, 2020).

 

The remainder of this dissertation is organized as follows. The first chapter demonstrates the background information of the research topic as well as giving a brief introduction of the research structure. The following chapter will present a systematic literature review by evaluating previous related papers and articles published by other scholars as well as their contributions on the research topic including the main ideas on Chinese online education and the impacts of online education. Next, this dissertation offers a detailed description of its methodology including research design, data collection and analysis employed in this dissertation. Because personal data is often non-digital or unstructured such as feedback, social media postings, online comments or phone recordings, this paper attempts to apply secondary sources for supplementary evidence support. Existing questionnaires, as well as published articles or research, would be obtained and adopted. Chapter four will present the findings and discussions about this dissertation. Since this is a new topic contemporarily, there is a limitation about the amount of existing literatures of subsistent research. Finally, the last chapter outlines the conclusions of the research to demonstrate the outcomes.

 

2. Literature Review

This chapter begins with a short review of the literature regarding a massive amount of scientific literature and analyses focus on academic integrity in relation to students. Meanwhile, there is an insignificant, but expanding, literature and investigation dealing with online pedagogy during the virus epidemic. Moreover, there are merely a handful of studies assessing student’s assignment integrity after the outbreak of COVID-19. What follows is the impact of COVID-19 on online education, China’s opportunities and challenges generated by virus outbreak, student’s integrity in distant learning, the increasing integrity issues and the researcher’s self-experience and understanding as an autoethnography about the connection between online courses, coronavirus and student’s integrity.

 

Education determines the contemporary and forthcoming in human beings. The emergence of modern communication technologies has formulated unprecedented convenience for distance and online education. Plagiarism, precisely, has been contagious within higher education as long as records of such actions have prevailed (Grijalva & Kerkvliet, 2006). Hence, academic misconduct is not a recent phenomenon. Starting from the spring of 2020, the outbreak of the COVID-19 stimulated Chinese universities to shut down the campuses and forced them to initiate online teaching. Nevertheless, the widespread propagation of COVID-19 has promoted the expansion of online education. Beyond flexibility and convenience of e-learning, maintaining student’s integrity persists as a demanding issue.

 

2.1 Impact of COVID-19 on Online Education

Online education has been formulated for decades; conventional face-to-face models and online learning are of comparable status and widely codependent (Liu.et al.,2016). There are numerous beneficiaries for both learners and HE institutions to guarantee that the teaching and learning tasks can be carried out as scheduled. In the upside, universities benefit both financially and infra-structurally—since parking, classroom allocation and personnel utilization are enhanced; students enjoy greater flexibility, less travel and the opportunity to achieve an education when geographic or biological limitations prevails (Lanier, 2006)—distant learning could assist those who are incapacitated to go to school as well as offering them adequate platforms. However, as an incontestable fact, the COVID-19 pandemic foremost a temperament crisis mentally and physically, moreover, the education departments have been incredibly affected (Shereen,et.al.,2020). First and foremost, in order to prevent and control the spread of the virus, schools were required to be closed. Although the plurality of the universities were eligible for moving courses from off-line to on-line, the sudden policy decision -making and the closure of schools harshly interrupts teaching tasks and learning progress for educators and learners—several exams have been postponed or cancelled; universities’ assignment volume became more substantial for setting up new strategies and excepted for massive technology assistance and the cancellation of public assessments for qualifications of their replacement by an inferior alternative. That is to say; there was no preparation for the immediate educational transformation among HE institutions thus could be patchy and inadequate.

 

2.2 Opportunities and Challenges brought by COVID-19 in China

Over the decades, institutions of higher education have increasingly embraced online learning, and the quantity of students enrolled in distance programs is instantly rising in colleges and universities throughout China. According to a statistic from authoritative departments, the scale of China’s online education market, as well as the number of users, have boosted. It reached 4041 billion yuan in 2019 and is expected to reach around 4638 billion yuan in 2020 (Fu, 2020). Lately, the outbreak of coronavirus (COVID-19) disrupted the formal teaching mode—the epidemic will inevitably bring out changes in educational concepts, encompassing teaching notions and even educational philosophy. Thus, it is an irreversible tendency that accelerates the transformation from offline-learning to online-learning.

 

As for China’s opportunities, many colleges and universities in recent years have introduced MOOCs (Massive Open Online Course) and opened online courses on major learning platforms in China, which formulate online programs continue to rise. In this way, college students can select courses preferably online. According to incomplete statistics, the number of online MOOCs in China has reached 5,000 (Ye, 2016). Electives from universities and the society has exceeded 70 million, and more than 11 million college students have received MOOC credits. On the one hand, the surge of new courses such as large-scale online accessible courses has brought about alterations in learning content, methods, models, and teaching management systems and mechanisms, and has brought new alternatives and challenges to the reform and development of higher education instruction. Distant education breaks the limitations of time and space to high-quality educational resources, broadens the capacity of benefits, and brings students a fresh learning experience, which can not only enhance the attractiveness of teaching but also stimulate students’ learning enthusiasm and autonomy. On the other hand, the rapid development of online courses yet poses new challenges to the teaching procedures of schools and universities. However, It is dominating plagiarism by university student learners online (Lei, 2020). From my personal point of view, the proliferation of online lessons not only undermines the basic teaching injunction and formulates unfairness, but also stimulates differences for extortion on learning and accomplishing assignments which eliminates the positive significance of online course’s advancement. It is imperative to strengthen the standardized supervision of online courses and keep up with the consequence of online classes. Otherwise, the quality of pedagogy will not be guaranteed. Consequently, the reflection of student’s integrity is getting more severe and urgent.

 

2.3 Compare and Contrast Student Integrity in Higher Education Online

The word “integrity” has coexisted with academic and culture since ancient times. Those intelligentsia who are building spiritual wealth as well as promoting scientific progress may be eligible for breaking through the forbidden zones of science but might not be prepared to resist the temptation of various interests. Two thousand years ago, Cicero (106~45bc), a distinguished philosopher in ancient Rome, once declared that “where is their dignity unless there is honesty” (Buckley, 1970). In the similar path in China, four masterpieces Of The Confucian philosophical system—The Analects, Mencius, Daxue, and The Doctrine of the Mean, also maintained profound theories on integrity (Li, 2005). Recommending The Doctrine Of The Mean from Zi (2007), Confucius believed that:

 

“Sincerity is the direction of paradise. To maintain honesty is the way of man. He who is straightforward can behave in accordance with the way without undertaking, apprehends without deep thought and corresponds to the mean effortlessly and naturally.”

 

Thus, it can be noticed that the interdependence of integrity among Chinese and Western theoretical and ideological achievements through the ages.

 

Contemporarily, according to Web of Science, an American citations and data retrieval platform, some researchers published essays on See (an American journal) to analyze the academic papers which Chinese authors published between 1997 to 2016, the findings indicate that there were 834 retracted manuscripts. Among the reasons for retractions, plagiarism accounted for the highest proportion, with 31% (258 essays); meanwhile, 19% (160 essays) were for fraud and 14% (117 essays) for a voluntary request for false reasons. Facing those dramatic academic misconduct incidents domestically, the academia and even lay-folk were dissatisfied and of emotional fatigue. In addition, they deliberately started up to question the integrity index of the groups of university students as well as the rigor of censorship on campuses. This demonstrates that academic honesty involves complex interdisciplinary fields and is relevant to pedagogy. In the long run, the issue of integrity can be regarded as a challenge to current education. As for the meaning of academic integrity, vulgarly, it suggests individuals “to do the right thing, even when no one is watching.” University students are expected to conserve academic integrity for the justification of one’s moral and academic performance, which implicate the commitment of intellectual honesty and personal responsibility. Moreover, it is responsible for the database and outcomes of a series of research processes. Furthermore, when academic integrity becomes a global issue and highly esteemed, professors, students, all those who would disseminate essays would be considered as the “gatekeepers” for the final reports of scientific results. Therefore, abiding by academic ethics, purifying the environment of education, and regulating the publication and submission of essays is an inevitable choice.

 

Over the past decade, online education has become increasingly more conventional at organizations of higher education (Schrum & Hong, 2002). As a result, quality assurance (QA) has become a prominent issue for both educational institutions, creditors and learners or employers alike (Chua & Lam, 2007). Since educational assessment came to be a criterion and measurement of students’ comprehending performance, academic dishonesty has been a suspicion among educators. In addition, higher educational institutions had put massive undertakings to maintain the student’s assignment integrity. Despite there exist to be massive potential for distance education, as a matter of fact, the rapid expansion of online education opportunities throughout the world has put forward several concerns among academics (Ridley & Husband, 1998): the general conclusion is that “cheating is widespread across most college campuses and a majority of students have engaged in at some point…” (Lambert & Hogan, 2004). From then till now, institutions and academics are concerned about academic rigor and status of intellectual impulse and challenge.

 

The case of educational morality is a susceptible issue for universities due to the fact that it is prominent to a single student’s essence, the University’s academic goal, the campus’s prestige, and their capabilities. While universities attempt to assemble learning cultures that support honest research and teaching, academic integrity goes beyond the quality of work to the ethical fibre of each generation of students, and these virtues involve “honesty, trust, fairness, respect, and responsibility” (“The Center for Academic Integrity,” 1999, p. 4). Although Sichuan University for Academic Integrity and Science Exploration website stated that 72% of university students across 19 HE universities around the world admit dishonest behavior while writing their assignment throughout their collegiate careers, it is vital that this data relates to face-to-face teaching classroom only and does not involve distant submission.

 

With the popularity of online pedagogy and the ever-growing portion of the input on the internet, as well as the amenity, providing students admission to this information has generated a boosting temptation for learners to view though online materials, possibly revise it and hand it in as their essays (Culwin & Lancaster 2001). Youngberg’s (2012) commentary in the Chronicle of Higher Education argues that the number one reason why online education will not renovate college is “It’s too easy to cheat”. The majority of faculty (64%) and students (57%) believe it is easier to cheat in online classes (Kennedy.et.al., 2000). There is no gainsaying that academic dishonesty in web-based instruction is the main reason. However, it has tremendous achievement and space of development, still cannot get rid of being deemed as a controversial topic. Taking Hollinger and Lanza-Kaduce (1996)’s research’s result into consideration, over two-thirds (68.1%)in their sample of 1,672 from a large southeastern university confessed to cheating at least once during the current exams. In a more extensive research of 15,000 students, Meade (1992) found that 60% confessed to cheating. By this token, cheating among university students can be regarded as a common occurrence and will long exist.

 

The essence of the scientific spirit is to explore the unknown and to understand this world through scientific investigations, which is primarily based on one’s curiosity, independent judgement, critical thinking strategies and responsibility. However, in China, the driving force remains relatively scared and becoming serious after the virus outbreak. Inevitably, this case would be examined in the following chapter.

 

2.4 Plagiarism Issues after the outbreak of COVID-19 in China

This chapter addresses the need for raising awareness of plagiarism during the virus epidemic. To start with, this chapter will firstly discuss and examine the stimulation of the virus epidemic among Chinese HE integrity online. Secondly, current Chinese students’ assignments online will be discussed. At last, this chapter will discuss the study methods and strategies which higher education institutions, as well as relevant departments adopted to deter and avoid university students from infidelity.

  

In China, modern information technology represented by the internet is maintaining a profound impact on the production and lifestyle among Chinese people. Additional studies are required to understand more comprehensively the vital aspects of distant learning, cheating online and virus outbreak. Since the 1980s, China has carried out the exploration and practice of applying modern databases to facilitate the development and reform of online-education(Chen.et.al.,2016). For coronavirus response, the virus restriction notice announced by the Chinese government, the quantity of students who are unable to return to school as scheduled continues to rise. As a result, distant education is basically a new norm: based on Liu and Wei’s (2020) point of view, at the end of January 2020, nearly 200 million students in China started their new semester via a network. On the upside, the virus epidemic has stimulated the vitality of online education and promoted the vigorous development of online learning—during the period of virus prevention and control; online training has a bounden duty: its historical mission is that it could never stop teaching and learning (Wang.et.al.,2020). In virtue of existing online-education platforms in China, for instance Dingding, Ape Guidance (online-teaching application), not only unravels the restriction of space as well as compensating for the cons of on-campus study but also guarantees the examinations and tasks could be done as scheduled. On the contrary, online-teaching platforms reflects the embarrassment of e-learning’s rough edges and shortcomings: the quality of distant education is uncertain, and cheating becomes easier. The inadequacy of distant learning reflects the controversial stage of academic integrity and online environment.

 

During the epidemic, the majority of university students in China weren’t eligible to return to school for an entire semester. Thus the final exams were shifted to online examinations. In this case, plenty of students have started to show off their experience on online exams, flaunting that they could regardless get high scores even if they haven’t been studying or reviewing for the exams at all. Moreover, even among chat groups, several students publicly looked up for senior students to assist them past their exams (Guo, 2020). For the sake of maintaining student’s assignment online, Chinese colleges and universities are going through various hardships (Wei & Liu, 2020).  In order to regulate student’s integrity online, taking Xi’an International Studies University, for example, during online-examinations, this university modified a real-time monitoring mode with cameras positioned front and back to monitor all students. Before the exam, students will be required to log into the school’s examining software, then activate the camera as well as put their mobile phone behind at the same time to fulfill a “double-sided” monitoring effect (Lei, 2020). In this case, the screen switching and the student’s behavior could be captured.  As for Si Chuan University, to ensure the fairness of the exam, the online text was of double-IP—in other words, one online-text would have two IP addresses. Once students shared their link to others, they would be noticed by their online proctors (Xiong, 2020). More rigorously, some Chinese universities adopted a “timekeeping” technique to eliminate the hidden possibility of cheating behavior—during online exams, only one question would appear on the screen per 10-60 seconds (Sun.et.al.,2020). During the answering time, once students tried to cut off the examining interface, there would be records in the backstage. As has been mentioned, all these efforts were to guarantee fairness and justice while online-examination took place as well as to guarantee students were having persuasive performances. Nevertheless, the efforts and methods mentioned above are only applicable to online “exams” when plenty of universities require students to submit essays as their scoring standard. Unfortunately, ensuring the quality of essays remains a tough mission before the virus outbreak. Students who are enthusiastic about cheating will constantly apply undetectable cheating methods; on the contrary, those who are self-conscious will uphold honesty at all times (Heberling, 2002).

 

In the field of education, plagiarism is always related to online-assignments and students’ consciousness. With the proliferation of previous research, although student assignment integrity is combined to exams or essays, the further stimulation of the virus epidemic on distant education is beyond doubt. In China, the integrity of examinations remains controversial year after year. Although the majority of Chinese universities have proposed various strategies to prevent dishonest performance during the virus outbreak, the consciousness of monitoring demand to be further enhanced.

 

2.5 Self-experience During the Virus Epidemic

Personally, I can be regarded as a research object experiencing online education during the virus epidemic and has a certain value of forensically and referencing. According, I will come up with several personal understanding about student’s assignment integrity during online teaching. Moreover, I am a student of MA Education, my knowledge of education will be relatively higher than that of other majors.       

 

Before the virus outbreak, mater of education required students to submit essays as a standard for the quality of learning. After the outbreak of COVID-19, all the meetings towards professors and students have been moved from off-line to on-line. From my personal point of view, this action did not make any changes about my study procedures, because it is still convenient to communicate with my essay’s supervisor. University of Sheffield adopted Meet (an online communication platform) for easier communication online and it can be downloaded on smartphones, laptops or other electronic equipment. Time for the meeting will be scheduled by the supervisors and informed the students via email. When students open the Meet (an online meeting application) application on their electronic equipment on time, they will be able to join their counselor’s online classroom. There is not much difference between online communication with supervisors and off-line meetings—through live video calls, students are capable of communicating with their teachers as normal. Due to the essential difference between submission of essays and examinations, changing the teaching form does not have a significant impact on my learning progress. Moreover, the supervisor is only responsible for pointing out the essay’s direction, students are required to complete data collection and thesis writing on their own. All in all, distant education texts more about the independence and consciousness of students, and has little connection with integrity.

 

3. Methodology and Method

This research focuses on how the virus epidemic impacts on student’s integrity online. Thus, to illustrate the connection between distant pedagogy and student’s assignment integrity, a simulation was performed. This chapter will be divided into 6 dimensions: first, the research philosophy pertains to interpretivism. Secondly, the qualitative method is chosen as the research method. Thirdly, an inductive approach will be introduced. The following paragraph formulates the stability and shortcomings of utilizing secondary data rather than primary sources. Finally, the procedure of data collection and further analysis will be illustrated. The researcher will explain several important layers via table 1. to represent the methodology of this dissertation.

 

Figure 1.

What it is, why it is inserted, what its purpose is

   

3.1 Research Philosophy

Research philosophy (the first layer in figure 1.) is the first consideration to structure research methodology which is a system of assumptions and beliefs on the development of knowledge. Positivism and interpretivism have distinct methodologies. Positivism was formulated in the context of scientific omnipotence and obstructed to a metaphysic, whereas interpretation is mostly applied in social science. Due to the fact that individuals and groups are changing every minute and there are no immutable facts, hence social science researchers should first understand that distinct concepts, ideas, and research languages will encompass the cognition of the phenomenon under their study. Consequently, interpretivism believes there is no absolute objectivity, so-called knowledge is understood by human beings as fundamental subjects. This dissertation preferred interpretivism as its research philosophy, not only it refers to the approaches which emphasize the vital nature of humanity and participation not matter in civil or artistic life (Elster, 2007; Walsham, 1995), but also because of interpretivism focus more on individual’s experiences or feelings. Thus, a personal experience is present as an autobiography for evidence support. Moreover, interpretivism by nature facilitates the virtue of qualitative database in the rivalry of proficiency (Kaplan & Maxwell, 1994), this will be illustrated in the next paragraph.

 

3.2 Research Method: Qualitative Method vs. Quantitative Method

The goal of this essay is to evaluate how distant education encompasses student’s assignments during a virus epidemic. According to Lee (1999), there are two additional uncertainties among the quantitative and qualitative examination integrity mentioned: quantitative research is relatively qualified for hypothesis innovation; on the contrary, quantitative research is adequately competent for concept testing. Generally, quantitative analysis focuses on the verification of theories or hypotheses. That is, the corresponding data is obtained through a series of tested methods, and the conclusions are based on the result of data evaluation. But instead, the purpose of qualitative analysis is to form a set of theories or notions associated with the subjects, as well as drawing conclusions through rigorous and logical analysis on the rationale of previous studies. Because the analyzing methods widely rely on literature and narrative copies to evaluate how COVID-19 affects student’s integrity online and the central focus is to evaluate the possible factors, this dissertation will be done as adopting the qualitative method on account of utilizing a vast amount of published articles, scientific journals interviews via case studies and existing questionnaires done by other researchers.

 

3.3 Research Approach: Deductive Approach vs. Inductive Approach

Boardly, inductively approach encompasses traditional induction, analogy, and statistics which exist objectively from the natural or social phenomenon. Popper (2003) claimed that one tenet of induction is unnecessary, and must steer to logical inconsistencies. That is, induction is a way of reflection and reasoning to outline the common regulation of truths from statement, investigations, and analyses. In addition, on the rationale of observations and examinations, the inductive approach compels comprehensive inspection of assorted cases and a series of analytical methods such as comparison, analysis, synthesis, abstraction, generalization and exploration to deduct. Finally, a universal index will be found. In order to clarify the consequence of the virus outbreak on student’s integrity, I need to assemble prevailing information related to the online course, student’s integrity and the impact of COVID-19 to proceed inductive reasoning. Because there are no general principles for the substance of this dissertation, I am incapable of speculating specific consequences or results. Thus, data assortment is a vital procedure of this essay—only by accessing the prevailing data can I sum up with an outcome that online defrauding phenomenon is stimulated by the outbreak of COVID-19. This research accumulated auxiliary data about the consequences of COVID-19 on online education and the academic integrity and applied pieces of evidence on the topic “the impact of COVID-19 to integrity” on large-scaled emergence of online education and rampant integrity to conclude the research question.

 

3.4 Strengths and Weaknesses of Using Primary/Secondary Data

Primary sources and secondary sources are distinct in their origins, characteristics and categories. Firstly, first-hand information refers to self-collection and individual’s direct experiences whereas second-hand data pertains to the information which already prevails someplace and has been revised for a specific intention or event. Secondly, primary data is defined by direct evidence and is more accurate. Compared with primary sources, secondary sources are less factual and may be integrated by the previous researcher’s personal point of view. Thirdly, the former data is also called original information, such as original documents, files, letters and other existing objects; the latter are mainly historical works, research reports provided by third-party institutions, various media publications, and data provided by other social and commercial institutions. Nowadays, the internet has become a vital integrated channel for providing second-hand information.

 

This essay applies secondary data for indication support due to several aspects. Firstly, the evolution of technology has dominated enormous quantities of data which had already been compiled, assembled and archived by different investigators (Johnston, 2017). As a result, those collected data is now handily accessible for examination. In addition, manipulating prevailing data for the study is coming to be more extensive, and accordingly, secondary data analysis is more suitable for comparing and contrasting the existing theories. Secondly, this dissertation begins with collected facts to examine what is already known and what remains to be learned about the topic. Thus, the existed data can be utilized to address the research questions as well as evidence support. Thirdly, Heaton (2008) and Johnston (2012) found that primary sources of the research scarcely apply to all of the database compiled and this unaccustomed data are eligible to contribute to explanations or various viewpoints to the doubts or problems. Consequently, secondary data exert greater value. Finally, due to the impact of the virus epidemic, compiling first-hand data is not a considerable choice.

 

3.5 Data Collection and Analysis

When analyzing the research, it is vital to keep the methods as transparent as possible in order to increase the strength of the findings and to allow the reader to understand how the conclusions have been come up with. Thematic analysis emphasizes pinpointing, checking, and recording patterns (or topics) among the data. The topics are patterns across data sets and are important for describing phenomena as well as related to specific research questions. Thematic analysis is performed through a six-stage coding process to create established and meaningful patterns. These stages include: familiarizing the data (COVID-19, online education, student’s assignment integrity in distance education), generating initial code, searching for topics in the code, reviewing topics, defining and naming topics (the relationship between virus, online assignment integrity), and generating final reports. The chapter of literature review is the chapter in which the researcher collects a large amount of second-hand sources, those evidence and facts can be found via published articles, scientific journals, and questionnaires done by other investigators in order to explore and examine the aim of the research.

 

4. Analysis and Findings

4.1 Introduction

By examining and obtaining research manuscripts form other scholars, this chapter will concentrate on the outcomes found through literature review and analysis the findings for further conclusions. Through a substantial quantity of literature reading, it can be found that the issue of student’s assignment integrity is a persistent phenomenon, whether it is through an online quiz or off-line examination. Although the internet does not participate as a third-party platform of online-courses, while day-to-day tutoring training, student integrity normally associated with consciousness rather than on offline inspections. Regardless, it is undeniable that e-education, as well as online exams, have brought cheating easier eternally, and, harder to detect. The episode of COVID-19 facilitated the global education category to shift from offline to online (Fu & Zhou, 2020). However, what follows is the increasing cheating phenomenon.

 

4.2 Summary of analyzation

In China, the rigor of student integrity persists as a highly contentious topic. On the one hand, the supervision policy is not comprehensive; on the other hand, even with a precise inspection system, there still persists loopholes in the rigor of online examinations pertained with face-to-face exams. As the first nation which COVID-19 took place, all the universities were shut down and moved their courses and exams from off-line to online in every province. Regardless, the duration of the virus outbreak occurs simultaneously with China’s annual exam. Due to the immediate occurrence, higher education institutions and universities did not retain adequate time to prepare. As a result, plenty of students had academic dishonesty performances. By reviewing previous literature and investigations, the results indicated that during the epidemic, the revenue of e-education institutions had been extensively enhanced. As a result, the revenue of online education institutions had ascended for a period of time. Despite the overall users and revenue of online education having an apparent expansion in recent years, the users acquired at the moment will not stick to online platforms lifelong. The case of creditworthiness is no longer the subject of public opinion and has enticed much scrutiny. Obviously, the emergence of a virus epidemic is impossible to guard against. In the aspect of technology, several tycoons have encountered teaching accidents caused by unrefined technology. Thus, it is hanging in doubt that the virus outbreak inevitably increases the dishonest attitude among students. Virus outbreak can be regarded as a supplemental element which stimulated the mass amount of online platforms to transform their teaching strategies, thus causing the integrity issues to stand in the spotlight. Nevertheless, due to the unprecedented scale of practice conducted by millions of learners across China, the virus outbreak thereby accelerates the process of consummating incomplete e-platforms. The policy of “suspending classes without stopping learning” directly drove governments, universities and higher education institutions to construct “cloud classrooms”.

 

According to the research question of student’s assignment online during the virus epidemic, from a promising aspect, the shortcomings (student’s assignment integrity) are way insignificant than its advantages. In China, the plurality of face-to-face education institutions were compelled to take part in online education. Not only from content, service or marketing, but the mass federation will also impel the promotion of the entire enterprise as well as tend to further normalization and standardization of the online education industry. As for the majority of students, it was an undesirable learning experience while studying at home facing their electronic equipment day after day. Nevertheless, without doubt, it will be the story of a lifetime. In the further, students who experienced online-courses will come up with a practical circumstance while studying indoors, just as easy as ordering pizza via food delivery applications. From the research that has been conducted, it is feasible to assume that the issue of integrity-based more on self-accomplishment rather than the stimulation of the virus epidemic. As mentioned about, as early as 2000 years ago, Confusion utilized his lifelong occasion to illustrate that integrity is the foundation of standing, good faith is the foundation of a nation, and the roost of development. Integrity is not only vital for students, but for all human beings.

 

5. Conclusion

This dissertation has identified the relationship among the stimulation of virus outbreak and student’s assignment integrity in China. Statistical evidence, secondary data and self-experience are almost nonexistent. Via a large amount of data as well as examination, it is no doubt that virus outback stimulates students to address academic dishonesty.

 

Due to the characteristics of human-to-human transmission of the virus (Muhammad.et al.,2020), the General Office of the Ministry of Education of China postponed the reopening of schools to prevent further expanse of the epidemic and reduce the threat of transmission caused by offline gatherings meanwhile requested all schools in all regions to unlock the national primary and secondary school network cloud platform and TV aerial classrooms during this postponement period (Zu.et al.,2020). According to (Roberts, 2009), the case of academics is a susceptible theme for all universities because it is so prominent to the individual learner’s self-identity. That is, student’s assignment integrity online has been regarded as an unsolved topic and will last forever as long as online courses prevail. As a matter of fact, forfeiting trust can refer to a disconcerting lift of the curtain and difficult to rebuild. In other words, only after a comprehensive academic evaluation policy is ascertained can academic integrity be concealed, thus can reveal the dishonesty performance to the public.  Estimating that “the outbreak of coronavirus would decrease student’s integrity” would be partial and misleading, since the virus epidemic played an auxiliary role in a short period, thus cannot be regarded as the fundamental incentives of dishonesty. Huo (2013) claimed that the fundamental justification of morality among academic dishonesty is because of the incomplete institution. Part of it can be attributed to the imperfect review mechanism in higher education institutes. When the academic achievements of scientific research determine the dismissal, promotion, and punishment, a series of students, as well as scientific research participants, will be incapable to adhere to the reviewing limitation. Nevertheless, the matter of academic ethics becomes a surplus urgent issue. Academics represent more than research achievements, however, there exist to be enormous privileges behind it. As long as there are possibilities of opportunism, the weakness of human nature will prompt an insignificant number of individuals to take shortcuts. As for students, only by making the academic atmosphere more dignified, can they force the recognition of the review mechanism to change, thereby can better maintain academic integrity and promote fairness among the academic atmosphere.

 

As for the limitation of the research, the methodology planning was limited by using secondary data. I am not able to make questionnaires myself to gather the specific needed information via different university students for further questions. Only by applying the existing surveys and information can I come up with the judgment about the final answer. Contrast with primary sources, although second-hand data are less accurate, second-hand web-based data are able to offer the students with incomparable chances for assembling sources via internet as well as carries the possibility to approach a mass population and efficiency for the researchers (Lefever.et.al.,2007). Thus, this dissertation adopted convincible secondary data in order to draw more convincing conclusions.

 

Finally, in the basis of the promising findings presented in this paper, work on the remaining issues is continuing and will be presented in future papers.

 

 

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Question Description

I need an explanation for this English question to help me study.

 

Harvard style essay

Topic: Discuss the strengths and weakness of electric cars in helping to limit the enhanced greenhouse effect.

Introduction: start with a hook sentence, and start with background information about electric vehicles.

Body 1: weaknesses and negatives of electrics vehicles.

Body 2 : strengths and positives of electric vehicles.

Body 3: electric vs non electric cars producing green house gasses.

conclusion: summarize everything

work cited page at the end

Details : must do 2 in-text citation in each body paragraph, work cited page must be Harvard style, Times New Roman or Arial; font size 12; 1.5 line spacing, Max:2500 words, Min:2000 words, must be original not plagiarized.

some links for help

European Environment Agency (2018) ‘EEA report confirms electric cars are better for climate and air quality’ Available at: https://www.eea.europa.eu/highlights/eea-report-co… [Last Accessed 04.01.19]

Barkenbus, J. (2017) ‘Electric Cars: Climate Saviours, or Not?’ Issues in Science and Technology 33 (2) Available at: https://issues.org/electric-vehicles-climate-savio… [Last Accessed 04.01.19]

Hao, H., Wang, H & Ouyang, M. (2011) ‘Comparison of policies on vehicle ownership and use between Beijing and Shanghai and their impacts on fuel consumption by passenger vehicles’, Energy Policy. 39(2) pp1016-1021

 

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