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Academic integrity, scholarly source, and internet-based/popular resource

Differences between scholarly and internet-based/popular resources, defining academic integrity, and proper formatting strategies to utilize resources correctly.
In your own words briefly describe academic integrity, scholarly source, and internet-based/popular resource. Then find one scholarly source and one internet-based/popular resource that you might use to support your current thesis and explain why you chose it. Be sure to support your statement with evidence. I have attached the two previous assignments that contain the project proposal and thesis as additional materials.

Academic integrity refers to the commitment and the demonstration of moral and honest behavior in various academic settings. Such a level of integrity is mostly relevant at college and university levels of academic education. The idea is to acknowledge and provide credit to the scholars whose work is being used by a student to carry out research or undertake an assignment. Simply put, academic integrity is observed when you acknowledge all the findings and contributions of other scholars that have informed your study.

A scholarly source refers to a peer-reviewed piece of writing or research done and documented by experts in a specific field. The scholarly sources are developed to keep readers of the various fields informed on new occurrences and events.

An internet source is a document or an article that can be found online. Such documents are posted online as blog posts or as a research article, or news. As such, an online source can be drawn from an online magazine platform, Online newspapers or television websites.

A comparative analysis of a peer-reviewed versus an online source 

The article by Sun et al focused on analyzing the factors influencing the adoption of big data technology in various organizations. The main aim of the study was to comprehensively investigate the major factors that distress the intention of various firms to adopt big data in their operation. The study was theoretically informed by the diffusion of innovation theory, technology-organization-framework, and institutional theory. Through content analysis of various peer-reviewed papers written in the period of 2009-2015, the authors identified 26 factors that influenced the adoption rate of big data in organizations. The factors were then integrated into the TOE framework to categorize them as either technological, organizational or environmental factors that influence the adoption of big data in an organization. The study findings did not only add to the literature on the concept of big data adoption but equally have a significant influence on the organization’s decision making process on big data implementation.

The second article by Salinas et al focused on identifying the factors that distress the implementation of information communication technology (ICT) in the education sector of selected three nations of Latin America. The main purpose of the study was to identify the factors that hinder teachers to incorporate ICT in their teaching. The study adopted an online survey as the data collection method and engaged a total of 89 teachers in the study. The authors reported that the contextual, individual, and organizational factors that influence the adoption rate of ICT vary in the three nations studied Ecuador, Colombia, and Chile.