“If I wanted to learn how to play the guitar, or improve my golf swing, or write HTML, “cheating” would be the last thing that would ever occur to me. It would be utterly irrelevant to the situation.

On the other hand, if I wanted a certificate saying that I could pick a jib, play a round in under 80, or produce a slick Web page (and never expected actually to perform the activity in question), I might well consider cheating (and consider it primarily a moral problem).

This is the situation we’ve built for our students: a system in which the only incentive or motives anyone cares about are marks, credits and certificates.”

Hunt, R. (2003). Let’s hear it for Internet plagarism. Teaching & Learning Bridges, University of Saskatchewan, 2(3), 2-5.