Beyond the Web Tutorial: Development and Implementation of an Online, Self-Directed Academic Integrity Course at Oakland University

Greer, Katie; Swanberg, Stephanie; Hristova, Mariela; Switzer, Anne T.; Daniel, Dominique; Perdue, Sherry Wynn

doi:10.1016/j.acalib.2012.06.010

Cited by 22 publications

(20 citation statements)

References 8 publications

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“…About one-fifth of the articles (20.5%) fall under this category -e.g. describing the development and implementation of an academic integrity course (Greer, Swanberg, Hristova, Switzer & Daniel, 2012), describing the situation of librarian outsourcing in Japan (Matsuoka-Motley, 2011), and introducing the process of developing a collections-based mobile way finding app (Hahna & Morales, 2011). 3.…”

Section: 1mentioning

confidence: 99%

JAL in the Past Decade: A Comprehensive Analysis of Academic Library Research

McKinney

2015

The Journal of Academic Librarianship

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Abstract:A content analysis is conducted to examine the peer-reviewed articles published in the Journal of Academic Librarianship (JAL) from 2004 to 2013. Five key variables are studied: authorship, article type, topic, research methods/design, and research theories/models. About three-fourths of the articles were authored by at least one librarian, and over half of the articles were co-authored. More than two-thirds of the articles were primary research articles, and a total of 24 topics related to academic libraries were covered, among which information literacy was the most popular one. Survey and content analysis are the two most frequently used research methods in the articles. This study, capturing the topical and methodological substance of academic library research, will generate ideas for providing effective research training/education for academic librarians and contribute to the enhancement of research culture and research practice among them.

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Section: 1mentioning

confidence: 99%

JAL in the Past Decade: A Comprehensive Analysis of Academic Library Research

McKinney

2015

The Journal of Academic Librarianship

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“…Ready access to the internet makes it easier to copy and paste essays, look up answers to a homework assignment, or collude with classmates on an online exam (Evering & Moorman, 2012;Smith, 2003;Turner, 2005). Additionally, students' immersion in the online world also means that they are accustomed to a sharing or mash-up culture, in which ideas and information belong to everyone (Germek, 2009;Greer et al, 2012;Hansen, 2003;Wood, 2004) and are exchanged freely without attribution (Considine, Horton, & Moorman, 2009). New students frequently have to be introduced to the very notion that ideas and information have owners, let alone the specific protocols and standards for citing, incorporating, and responding to these ideas (Jackson, 2006;Merkley, 2013).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…New students frequently have to be introduced to the very notion that ideas and information have owners, let alone the specific protocols and standards for citing, incorporating, and responding to these ideas (Jackson, 2006;Merkley, 2013). For many students, learning to participate in academic culture is difficult and confusing, and it is frequently this inexperience with institutional expectations that leads to academic misconduct (Greer et al, 2012).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…The same familiarity with the web that tempts students to cheat can also be used to educate them, with institutions ubiquitously using their websites, Libguides, and online course sites to provide instruction about academic integrity (Greer et al, 2012;George et al, 2013). Some of this is practical, as online academic integrity tutorials and resources can be completed at a student's own pace (Henslee, Goldsmith, Stone, & Krueger, 2015;Jackson, 2006).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Another successful online tutorial was implemented at Oakland University. The library collaborated with the writing centre to review and improve existing academic integrity materials, resulting in an online tutorial that provided background on academic ethics as well as discipline-specific instruction in citation and paraphrasing (Greer et al, 2012). A similar project was undertaken by the library at the University of Bradford, Yorkshire, as part of the university's formal disciplinary process.…”

Section: Review Of the Literaturementioning

confidence: 99%

See 2 more Smart Citations

The Library and the Writing Centre Build a Workshop: Exploring the Impact of an Asynchronous Online Academic Integrity Course

Ard

2019

New Review of Academic Librarianship

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This research investigated the impact of implementing an asynchronous online academic integrity workshop at the University of South Alabama. The workshop featured interactive modules designed to teach students about ethical conduct, impart study skills correlated with academic integrity, and provide instruction on integrating and citing sources. Quantitative and qualitative data were collected through a pretest and posttest and an open-ended survey. Quantitative analysis indicated statistically significant improvements in scores among the 1,312 participants. Qualitative feedback revealed that students became more aware of the expectations of higher education, including the fact that scholarship is a conversation. These positive results correlate with prior research concerning academic integrity workshops. While previous studies explore particular acts of academic misconduct, especially plagiarism, this study demonstrates how collaboration between a university's library and writing centre can familiarise students with both the practical aspects of academic integrity and the expectations of college coursework and academic culture.

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A trilateral approach to design a model course on information literacy and research ethics for tertiary‐level curricula: A pathway to university ranking success

Yesmin

Atikuzzaman

2023

Review of Education

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The present study aims to design a model course on Information Literacy (IL) and Research Ethics (RE) for university curricula and examine the role of this course in university ranking. The study followed a mixed approach to collect required data for designing the course. First, research students' responses regarding IL and RE were collected using a structured questionnaire. Then, responses regarding students' ethical practices were collected from the heads of departments of a university. The Director of the Institutional Quality Assurance Cell (IQAC) of the university was also consulted for his opinions regarding the design of a model course on IL and RE for university curriculum. A total of 142 research students responded to the survey. Results showed that most of the students are unfamiliar with different ethical terms except plagiarism (71.8%). Similarly, departments' heads think that their students are mostly unfamiliar with the terms like intellectual property, paraphrasing and fair use; and inefficient in evaluating information source, ethically using that information and disseminating it through proper channels. Only 23% of students maintained ethics while conducting research works, which sometimes led them into violation of academic integrity. Considering these issues and consulting with IQAC, a course has been designed which might be incorporated in the university curriculum. This is the first initiative in Bangladesh where a model course has been designed and it has been shown how this course can play a vital role in ensuring quality education and influencing university ranking.

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Beyond the Web Tutorial: Development and Implementation of an Online, Self-Directed Academic Integrity Course at Oakland University

Cited by 22 publications

References 8 publications

JAL in the Past Decade: A Comprehensive Analysis of Academic Library Research

JAL in the Past Decade: A Comprehensive Analysis of Academic Library Research

The Library and the Writing Centre Build a Workshop: Exploring the Impact of an Asynchronous Online Academic Integrity Course

A trilateral approach to design a model course on information literacy and research ethics for tertiary‐level curricula: A pathway to university ranking success

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