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Motivating students to avoid academic dishonesty in learning engineering courses

The paper separates positive academic activities from deliberate fraud and offers an educational framework aimed to avoid academic dishonesty in engineering education, to remove factors that induce tricks, and to mitigate cheating incidents. The roots of misconduct are studied and their unintentional types are displayed. The measures and methods are demonstrated designed to prevent negative sides of plagiarism using motivation of students to learn engineering disciplines with competent involvement of copying, cloning, and other effective tools fostering education. Application of the designed approach in the courses supported by both the online and the traditional classroom modules show that students' self-motivation in learning has been greatly promoted, and their practical proficiency has been significantly improved. The insights from this paper could be used by educators and learners to determine when it is pedagogically more effective to involve copying and cloning in instruction; by educational course managers — to adapt their systems; and by assessment tools developers — to provide better learning outcomes.