Evaluating a pedagogical approach to promoting academic integrity in higher education: An online induction program

Sbaffi, Laura; Xin, Zhao

doi:10.3389/fpsyg.2022.1009305

Cited by 11 publications

(4 citation statements)

References 52 publications

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“…In this study, the resultant data gathered through NLP, and particularly visualisation of the data (see Table 3), afforded the course team insights into the prevalence of each engagement type and student perspectives of this engagement reflected in student feedback responses. Pedagogical approaches or practices being implemented in an educational institution can be evaluated based on their students' feedback (Sbaffi & Zhao, 2022). The results from this prototype can reflect the trends of student feedback and their engagement towards the practices being implemented in the university.…”

Section: Discussionmentioning

confidence: 99%

Making sense of student feedback and engagement using artificial intelligence

Dann,

Redmond,

Fanshawe

et al. 2024

AJET

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Making sense of student feedback and engagement is important for informing pedagogical decision-making and broader strategies related to student retention and success in higher education courses. Although learning analytics and other strategies are employed within courses to understand student engagement, the interpretation of data for larger data sets is more challenging and rarely pursued. This is concerning as data offers the potential for critical insights into engagement behaviour and the value students place on engagement. Artificial intelligence (AI) offers a revolutionary ability to make sense of data, with capacity for prediction and classification, by consuming vast amounts of structured and unstructured data sets. This paper reports on how AI methodologies (specifically, deep learning and natural language processing) were used to leverage labelled student feedback in terms of online engagement in five courses in a regional Australian university. This paper reinforces the value of AI as a viable and scalable multilayered analysis tool for analysing and interpreting student feedback, particularly for categorising student responses as to the types of engagement that they most valued to support their learning. The paper concludes with a discussion of suggested further refinement, including how the AI-derived data may add insights for informing pedagogical practice. Implications for practice or policy: AI offers an ability to make sense of large data sets in higher education courses. Teachers can use student feedback data categorised into types of engagement by AI to support reflection on what students value in their courses. Educators and key stakeholders can use the insights AI analysed data offers for informing pedagogical practice and decision-making in higher education to enhance student experiences.

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Section: Discussionmentioning

confidence: 99%

Making sense of student feedback and engagement using artificial intelligence

Dann,

Redmond,

Fanshawe

et al. 2024

AJET

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“…Moreover, online teaching also promotes flexibility while reducing expenses ( Xhaferi and Xhaferi, 2020 ; Weldon et al, 2021 ). In addition to flexibility, researchers argue that online platforms and technology applications provide students with additional resources ( Pokhrel and Chhetri, 2021 ; Sbaffi and Zhao, 2022 ) and enhance student academic achievements ( Younas et al, 2022 ). Similarly, Fatoni et al (2020) found that students can benefit from asynchronous materials (e.g., lecture recordings) to enhance their knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

From online to offline education in the post-pandemic era: Challenges encountered by international students at British universities

Zhao

Xue

2023

Front. Psychol.

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BackgroundAfter 2 years of anti-pandemic struggles, universities in the United Kingdom have started to witness a reverse transition, a shift from online to offline education. This includes encouraging students to begin face-to-face programmes and allowing flexibility for remote learners, but later requiring all students to return to campus by a certain date.ObjectivesThis paper aims to explore the challenges and impacts brought about by this new transition and provide recommendations for universities to enhance student experience for future adversity.MethodThis qualitative study conducted semi-structured interviews with 24 international students from a British university to explore their experiences during the transition. The results were analysed using thematic analysis.ResultsOur data revealed both internal and external challenges to students during the online-to-offline shift, which lead to a general resistance to said shift. Specifically, policy challenges (e.g., policy conflicts) imposed the most significant impacts on international students, resulting in psychological anxiety, financial losses, and negative learning experiences. The reduction of digital tools and learning materials during the shift also presented challenges to students who developed a reliance on digital resources while learning remotely. Other challenges have also been identified, including academic barriers and social engagement issues.ConclusionBy highlighting these challenges, this paper has practical implications for university policy decisions and provides recommendations for supporting students’ transition back to traditional offline learning.

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“…This means promoting the comprehensive education of students, not only in terms of specialized professional knowledge, but also instilling in them a strong foundation of ethical values that foster their personal growth. Academic integrity is essential for education excellence ( Sbaffi and Zhao, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Faculty versus students: different perceptions of misconducts at university

Alcalde-Fradejas,

Marzo-Navarro,

Ramírez-Alesón

2024

Front. Psychol.

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IntroductionAcademic integrity is a goal to be achieved by university institutions, and student academic behavioral misconduct is a phenomenon to be fought and eradicated. Two of the main problems faced by universities in this area are: (1) the lack of consensus among students and faculty on the seriousness of acts considered academic misconduct; and (2) the difficulty of noticing and controlling certain student behaviors. The main aim of this paper is to assess the importance of these two problems.MethodsFor this purpose, the authors compare, on the one hand, students’ and teachers’ perceptions of the seriousness of different types of dishonest and inappropriate behaviors and, on the other hand, the frequency with which they report that these misconducts occur. Two samples were taken from the responses of students and teachers of the Economics and Business School of the University of Zaragoza. The first consisted of 333 students and the second of 72 teachers. The academic misconducts asked about were grouped into three categories: academic works, exams, and interpersonal relationships in the classroom. Nonparametric tests were used to study the significance of the differences observed in the responses of students and teachers.ResultsResults show that the greatest differences in the assessment of the seriousness of academic misconducts are in the group referring to interpersonal relationships. In terms of frequency, the study reveals that there is a serious problem of moral hazard in some of the behaviors analyzed, since the frequency with which teachers notice these practices is lower than that expressed by students.DiscussionBased on these results, possible measures to be adopted in universities in order to eradicate the academic misconduct problem are discussed.

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Evaluating a pedagogical approach to promoting academic integrity in higher education: An online induction program

Cited by 11 publications

References 52 publications

Making sense of student feedback and engagement using artificial intelligence

Making sense of student feedback and engagement using artificial intelligence

From online to offline education in the post-pandemic era: Challenges encountered by international students at British universities

Faculty versus students: different perceptions of misconducts at university

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