Pub Date : 2021-11-02DOI: 10.1007/s40979-021-00087-5
Baboolal-Frank, Rashri
The COVID-19 pandemic created a situation for the implementation of emergency remote learning. This meant that as a lecturer at a traditionalist University of contact sessions, the pandemic forced us to teach remotely through online methods of communication, using online lectures, narrated powerpoints, voice clips, podcasts, interviews and interactive videos. The assessments were conducted online from assignments to multiple choice questions, which forced the lecturers to think differently about the way the assessments were presented, in order to avoid easy access to answers found in a textbook and online. This meant that more application questions of theory to practice were assessed in a more challenging way to prevent cheating and collaboration with peers. Formal assessments completed during emergency remote learning, have become the past practice, as innovative methods have been adopted for learning and for assessment purposes in order to preserve the integrity and attainment of the degree through online modes of learning. The aim of the paper investigates and explores the methods of teaching, together with the results obtained from the students of 2019 and 2020 in their final year relating to two final year modules against the literature relating to learning processes and methodologies.
{"title":"Emergency remote learning during the pandemic from a South African perspective","authors":"Baboolal-Frank, Rashri","doi":"10.1007/s40979-021-00087-5","DOIUrl":"https://doi.org/10.1007/s40979-021-00087-5","url":null,"abstract":"<p>The COVID-19 pandemic created a situation for the implementation of emergency remote learning. This meant that as a lecturer at a traditionalist University of contact sessions, the pandemic forced us to teach remotely through online methods of communication, using online lectures, narrated powerpoints, voice clips, podcasts, interviews and interactive videos. The assessments were conducted online from assignments to multiple choice questions, which forced the lecturers to think differently about the way the assessments were presented, in order to avoid easy access to answers found in a textbook and online. This meant that more application questions of theory to practice were assessed in a more challenging way to prevent cheating and collaboration with peers. Formal assessments completed during emergency remote learning, have become the past practice, as innovative methods have been adopted for learning and for assessment purposes in order to preserve the integrity and attainment of the degree through online modes of learning. The aim of the paper investigates and explores the methods of teaching, together with the results obtained from the students of 2019 and 2020 in their final year relating to two final year modules against the literature relating to learning processes and methodologies.</p>","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"48 15","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-19DOI: 10.1007/s40979-021-00088-4
Hafizat Sanni-Anibire, B. Stoesz, Loie Gervais, Lisa Vogt
{"title":"International students’ knowledge and emotions related to academic integrity at Canadian postsecondary institutions","authors":"Hafizat Sanni-Anibire, B. Stoesz, Loie Gervais, Lisa Vogt","doi":"10.1007/s40979-021-00088-4","DOIUrl":"https://doi.org/10.1007/s40979-021-00088-4","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"17 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53014310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-05DOI: 10.1007/s40979-021-00085-7
Vaccino-Salvadore, Silvia, Hall Buck, Rachel
Much of the discourse surrounding plagiarism is one of fear—a fear of being caught and punished, but many plagiarism examples happen unintentionally as students struggle with a new language, new ideas, and new communities in tertiary education. Specifically, many students are challenged with the task of writing a research paper, which involves finding academic sources, reading those sources to answer a research question, and integrating direct quotations and paraphrasing. Because novice writers often struggle with these skills, what is a developmental stage is instead interpreted as plagiarism. Much of the discussion of plagiarism involves implicit and explicit definitions of ownership, but there is little research about how students understand the concept of ownership in relation to ideas and language. In this qualitative study, we present data from 18 international students at an American-style university in the Middle East who write an introductory research paper as part of a composition course. Results show that perceptions of plagiarism changed in relation to owning ideas, owning language, and owning time spent on the research process and that distinguishing these boundaries is often difficult for students even within their own final research papers. We suggest teaching more robust note-taking strategies, discussing ownership in terms of a writer’s choices in guiding readers through the paper, and creating an environment where students can understand the complexities of plagiarism rather than simply fearing being caught.
{"title":"Moving from plagiarism police to integrity coaches: assisting novice students in understanding the relationship between research and ownership","authors":"Vaccino-Salvadore, Silvia, Hall Buck, Rachel","doi":"10.1007/s40979-021-00085-7","DOIUrl":"https://doi.org/10.1007/s40979-021-00085-7","url":null,"abstract":"Much of the discourse surrounding plagiarism is one of fear—a fear of being caught and punished, but many plagiarism examples happen unintentionally as students struggle with a new language, new ideas, and new communities in tertiary education. Specifically, many students are challenged with the task of writing a research paper, which involves finding academic sources, reading those sources to answer a research question, and integrating direct quotations and paraphrasing. Because novice writers often struggle with these skills, what is a developmental stage is instead interpreted as plagiarism. Much of the discussion of plagiarism involves implicit and explicit definitions of ownership, but there is little research about how students understand the concept of ownership in relation to ideas and language. In this qualitative study, we present data from 18 international students at an American-style university in the Middle East who write an introductory research paper as part of a composition course. Results show that perceptions of plagiarism changed in relation to owning ideas, owning language, and owning time spent on the research process and that distinguishing these boundaries is often difficult for students even within their own final research papers. We suggest teaching more robust note-taking strategies, discussing ownership in terms of a writer’s choices in guiding readers through the paper, and creating an environment where students can understand the complexities of plagiarism rather than simply fearing being caught.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"8 6","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-15DOI: 10.1007/s40979-021-00080-y
A. Reedy, P. Wurm, A. Janssen, Alison Lockley
{"title":"A community of practice approach to enhancing academic integrity policy translation: a case study","authors":"A. Reedy, P. Wurm, A. Janssen, Alison Lockley","doi":"10.1007/s40979-021-00080-y","DOIUrl":"https://doi.org/10.1007/s40979-021-00080-y","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"17 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40979-021-00080-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53014169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-03DOI: 10.1007/s40979-021-00077-7
Beatriz Moya
{"title":"Ungrading: why rating students undermines learning (and what to do instead)","authors":"Beatriz Moya","doi":"10.1007/s40979-021-00077-7","DOIUrl":"https://doi.org/10.1007/s40979-021-00077-7","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"17 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40979-021-00077-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53014069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-15DOI: 10.1007/s40979-021-00074-w
J. Cutri, Amarpreet Abraham, Yeni Karlina, S. Patel, Mehdi Moharami, Shaoru Zeng, Elham Manzari, L. Pretorius
{"title":"Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing","authors":"J. Cutri, Amarpreet Abraham, Yeni Karlina, S. Patel, Mehdi Moharami, Shaoru Zeng, Elham Manzari, L. Pretorius","doi":"10.1007/s40979-021-00074-w","DOIUrl":"https://doi.org/10.1007/s40979-021-00074-w","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40979-021-00074-w","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46341872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-02DOI: 10.1007/s40979-021-00076-8
I. Glendinning
{"title":"Book review: Integrity in education for future happiness","authors":"I. Glendinning","doi":"10.1007/s40979-021-00076-8","DOIUrl":"https://doi.org/10.1007/s40979-021-00076-8","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"17 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40979-021-00076-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53014018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.1007/s40979-021-00072-y
Shivadas D. Sivasubramaniam, M. Consetino, L. Ribeiro, Franca Marino
{"title":"Unethical practices within medical research and publication – An exploratory study","authors":"Shivadas D. Sivasubramaniam, M. Consetino, L. Ribeiro, Franca Marino","doi":"10.1007/s40979-021-00072-y","DOIUrl":"https://doi.org/10.1007/s40979-021-00072-y","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40979-021-00072-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45178621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-26DOI: 10.1007/s40979-021-00075-9
A. Reedy, D. Pfitzner, L. Rook, Leonie Ellis
{"title":"Responding to the COVID-19 emergency: student and academic staff perceptions of academic integrity in the transition to online exams at three Australian universities","authors":"A. Reedy, D. Pfitzner, L. Rook, Leonie Ellis","doi":"10.1007/s40979-021-00075-9","DOIUrl":"https://doi.org/10.1007/s40979-021-00075-9","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"290 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40979-021-00075-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53013898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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