online case study solver free

online case study solver free

The Ethical Implications of Using Online Case Study Solvers: A Scholarly Examination

1. Introduction to Online Case Study Solvers

The act of using online case study solvers has become increasingly widespread. These solutions are engineered to furnish the academically distressed in high school, college, and professional experiences with the preferred grades or evaluations. Typically, these tools summon seasoned case solvers who, working on their own or in collaborative groups, write assignments, solve problems, and even take exams for the behalf of a student. These services, available for an assortment of subjects and topics, are a seamless contract away from producing students with grades they did not earn.

Prescient academics and industry professionals have seen in these services the potential of causing paroxysms on curricular classrooms and contests at the graduate level. Against this backdrop, the widespread use of online case solvers should occasion an edgy estrangement outside the classroom, threatening classrooms and larger defined academic institutions. Given the potential for online case solvers to skew performance criteria, a brief examination of how to react the policy makes sense here, with the deeper academic ethical discussion pertinent to a later examination. Clearly, the combination of increasingly demanding assignments; the widening influence of professionals in case competitions at both the level of coaching and mentoring; and the proliferation of “one-stop professional writing and consulting services” aligns the issue of how to react to “Solvers and Ghostwriters in the Classroom” with the issue of how to keep the business of these competitions on the ethically up-and-up.

2. Ethical Considerations in Academic Integrity and Plagiarism

The second section of the paper ought to consider the ethical considerations of academic integrity and plagiarism relevant to online case studies. An examination will then consider the implications of an ‘A’ earned without personal investment. To establish the context for plagiarism, 21.1 percent of students reported “knowingly” turning in plagiarized work in a study of 70,000 American students in 2015. According to university watchdogs, the use of online case study solvers is trending upward by five to ten percent annually. The reports abstain from creating an ethical distinction between intentionally plagiarized work and case solutions. According to guidelines created without student input at California State University, ethical employment of online case solvers involves students citing the work of others.

Since the turn of the millennium, professors have been modifying syllabi to address the growing prevalence of online case study solvers. Unilearning at the University of Wollongong asserts that the copious amount of uncited work on the internet limits individual approach, and a Saskatchewan University recommends a VARK learning style inventory as a freshman seminar assignment to establish appropriate study skills. At the same time, a Stern School of Business Strategic Management syllabus incorporates a course on “a formal discussion of contemporary business” as a signal of the value of applied examination. Educators use conscious methods to encourage students to honor the application of academic integrity to outside research resources. It has even been methods to eliminate regardless of internet influences in their syllabi, espousing its practicality. Chico State University believes administrators, faculty, staff, students, alumni, volunteers, representatives of business and industry, and the people of Chico must adhere to the highest professional and ethical standards.

3. Impact on Critical Thinking and Problem-Solving Skills

Some studies have shown that the use of online case study solvers by those taking academic management courses can have another equally unsavory side effect, that is, it damages the students’ critical thinking and problem-solving skills. It is worth investigating this issue today in the light of the overall case of the online solvers.

A large number of students nowadays rely heavily on the use of online solvers because they think that they have found an easy way to find solutions to case studies. It is important to understand how the use of the online solvers will affect the students because they are the very people who require the skills and abilities of using these case study answers if they are ever to become successful managers. Critical thinking is vital for sound management decisions. Thus, it is essential in our schools and universities to nurture these skills in every possible way.

A case-study-based pedagogical approach is not, at first glance, the only approach to developing critical thinking, but it is broadly recognized to be beneficial in terms of boosting a student’s higher order cognitive skill development. There are moves to introduce forensic studies, for example, in many law faculties. Given the apparent benefits of teaching students with case studies, using ways to weaken the learning effects could logically have negating effects on student cognitive skill development. This is potentially the case if an abundance of unrestricted access to pre-prepared solutions is there.

If students find it difficult to solve case studies by themselves, they can turn to the internet and solvers are available to assist in finding an answer to even the most difficult cases. This aspect is also consistent with academic investigation which finds that, as a result of technological solutions, cognitive skills are not being developed as was the case in the past.

4. Strategies for Promoting Academic Integrity in the Digital Age

Strategies for promoting academic integrity in the digital age

As e-learning technology becomes more sophisticated, it becomes an increasingly important yet daunting task to maintain the academic honesty of students. Rather than wait for administrations or technology companies to present just-in-time solutions, educators leading real-life classrooms can take a proactive approach to influencing current digital natives and Gen Zers by mitigating obstacles to academic honesty and developing a culture of academic integrity.

In this section, we not only express the hope that future e-learning platforms or software will strive to actively promote a culture of academic honesty toward the use of their products, but more importantly, we highlight proactive strategies that educators can employ now in order to integrate technological advancements and asset “tools” as a way of teaching and learning while at the same time ensuring assessments maintain academic integrity.

As researchers, the first step to designing or integrating new online case studies for a course is to “know your enemy.” As biased as that may sound, the primary safeguard against abuse is an understanding of the limitations and risks associated with relying on online resources in the “copy-and-paste” world of Cuttlefish. It is expected that the use of these tools will increase. However, education is unique in that in most cases, instead of simply accepting the path of least resistance in response to such consumer demand, institutions and faculty critically engage with the integrity issues related to the availability and responsible use of new educational resources.

In keeping with this approach, the following section offers practical advice for ensuring the benefits of online, accessible resources are enjoyed by honest CUC students to the greatest extent possible.