Developing a university-wide academic integrity E-learning tutorial: a Canadian case

Benson, Lyle; Rodier, Kristin; Enström, Rickard; Bocatto, Evandro

doi:10.1007/s40979-019-0045-1

Cited by 31 publications

(28 citation statements)

References 29 publications

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“…This is particularly true in the contemporary educational environment where access to information and learning tools have become almost ubiquitous (Aljawarneh 2019). Academic misconduct or 'cheating' as it is colloquially known, is considered to have occurred when a person commits an act to gain an unfair academic advantage (Benson et al 2019). One prominent manifestation of cheating is plagiarism -a term that in academic circles refers to the act of proclaiming complete ownership of written material which has wholly or partly been produced by other parties (Perkins et al 2020).…”

Section: Introductionmentioning

confidence: 99%

Back to the Classroom: Educating Sessional Teaching Staff about Academic Integrity

et al. 2021

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The increased incidences of academic misconduct in universities are compromising the reputation of higher education in Australia and increasing the work of academics responsible for the delivery of quality learning outcomes to students. Confronted with increasing instances of academic dishonesty in university classrooms, universities play a pivotal role in ensuring their academic staff are well-equipped with academic integrity knowledge. It is therefore important to understand academic staff perspectives about the training their workplaces could provide them on academic integrity. Specifically, this qualitative case study explores the opinions and perceptions of sessional or casual university academic staff on what content they would like to know about academic integrity, and how this knowledge could best be delivered to them. The study found that participants (N = 18) were genuinely interested in furthering their understanding of academic integrity issues, particularly in the areas of contract cheating, effective use of plagiarism detection tools, and developing a toolkit of skills that they could use to detect and deter plagiarism. In terms of the delivery of academic integrity training programs, webinars and orientation sessions were suggested as effective delivery mechanisms. Imparting knowledge about the content areas through the identified delivery mechanisms could enhance teaching faculty's understanding of student academic dishonesty and how to curb this behaviour proactively.

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Section: Introductionmentioning

confidence: 99%

Back to the Classroom: Educating Sessional Teaching Staff about Academic Integrity

et al. 2021

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“…Cartoon characters were chosen to provide creative and distinctive theming and visual motifs that linked the scenarios and flow charts (Benson et al 2019). They also provided an engaging, visual way to convey an important message while avoiding stereotyping of students or staff or trivialising the issue.…”

Section: Cop Stage 3: Active (2016-2017)mentioning

confidence: 99%

A community of practice approach to enhancing academic integrity policy translation: a case study

et al. 2021

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Introduction Academic integrity policy that is inaccessible, ambiguous or confusing is likely to result in inconsistent policy enactment. Additionally, policy analysis and development are often undertaken as top down processes requiring passive acceptance by users of policy that has been developed outside the context in which it is enacted. Both these factors can result in poor policy uptake, particularly where policy users are overworked, intellectually critical and capable, not prone to passive acceptance and hold valuable grass roots intelligence about policy enactment. Case description The case study presented in this paper describes the actions of a community of practice (CoP) at a regional Australian university to deconstruct and translate ambiguous academic integrity policy into a suite of accessible academic integrity resources that were intelligible to staff and students, and which assisted academic staff to consistently enact policy. The paper narrates the formation of the CoP, the tangible and intangible value it created, the social learning practices enacted by its members, its grassroots policy work and the material resources produced from that work. Discussion and evaluation An evaluation of the CoP was conducted using a value creation framework to explore its immediate value, potential value, applied value, realised value, and reframing value. These values were considered at each stages of the CoP’s lifespan. The evaluation was a useful process that demonstrated the wide-ranging value created by the CoP. Six insights were drawn from the evaluation which promote understanding of the value created for a university by a CoP, particularly in contributing to academic integrity culture over a sustained period of time. Conclusions This paper contributes to a research gap on specific examples of discretion within rule-based systems. It illustrates how academics and members of the CoP used their discretion to interpret and enact academic integrity policy within a higher education setting. Drawing from the evaluation of the CoP we argue for greater understanding of the grass-roots contribution of academic and professional staff to academic integrity policy translation and enactment.

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“…Research in several different areas of online learning provides support for the potential effectiveness of online orientation programs. Online modules and programs that focused explicitly on topics similar to those covered in traditional orientation programs, such as academic skills (Brown et al, 2008;Moore et al, 2014), academic integrity (Benson et al, 2019), mental health (Gayed et al, 2018), substance use (Beeson et al, 2019), sexual violence (Etherington et al, 2017), and information literacy (Ard & Ard, 2019;Jacklin & Robinson, 2013;Marineo & Shi, 2019), have been found to be effective at achieving the desired learning outcomes and result in student satisfaction. Online orientation programs for online learners, which often focus on program requirements, the technology required for online learning, and available supports and services, have been found to increase a student's sense of readiness (Jones, 2013;Liu, 2019) and decrease the number of technical problems (Jones, 2013).…”

Section: Effectiveness Of An Online Orientation Programmentioning

confidence: 99%

“…This allows the learner to feel connected to what is being said and to more easily incorporate the knowledge into their existing schema. (Ard & Ard, 2019;Benson et al, 2019;Clark & Feldon, 2014).…”

Section: Cognitive Presence (Or Content Creation)mentioning

confidence: 99%

“…Communications written in first-person, directly to the individual student, and signed with the name of a real person, rather than an office or department, can make a student feel more connected to the instructor (Benson et al, 2019). The use of an anchoring figure, a recurring person or narrator who provides continuity throughout the course, can also increase instructor presence and create a sense of familiarity and comfort for a student (Benson et al, 2019). This anchoring figure may appear in videos, through quotes with a picture, or in other creative ways.…”

Section: Social Presence (Or Community Building)mentioning

confidence: 99%

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Designing Effective Online Orientation Programs for First-Year University Students

Crozier¹

2021

JCOTR

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While asynchronous, self-paced online orientation programs are not brand new in the field of orientation, transition and retention, COVID-19 forced many institutions to rapidly create a program for the first time to help welcome fall 2020 students. Using the community of inquiry model as a framework, this literature review explores the research related to orientation and online learning in an effort to identify the principles, practices and processes that can help a student affairs professional to design an effective and engaging online orientation program, or enhance an existing program.

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Developing a university-wide academic integrity E-learning tutorial: a Canadian case

Cited by 31 publications

References 29 publications

Back to the Classroom: Educating Sessional Teaching Staff about Academic Integrity

Back to the Classroom: Educating Sessional Teaching Staff about Academic Integrity

A community of practice approach to enhancing academic integrity policy translation: a case study

Designing Effective Online Orientation Programs for First-Year University Students

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