Effectiveness of tutorials for promoting educational integrity: a synthesis paper
| dc.contributor.author | Stoesz, Brenda M | |
| dc.contributor.author | Yudintseva, Anastassiya | |
| dc.date.accessioned | 2018-10-01T03:22:19Z | |
| dc.date.issued | 2018-09-12 | |
| dc.date.updated | 2018-10-01T03:22:19Z | |
| dc.description.abstract | Abstract The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, e-learning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as effective in terms of satisfaction with the intervention, and changes in students’ attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability. | |
| dc.identifier.citation | International Journal for Educational Integrity. 2018 Sep 12;14(1):6 | |
| dc.identifier.uri | https://doi.org/10.1007/s40979-018-0030-0 | |
| dc.identifier.uri | http://hdl.handle.net/1993/33475 | |
| dc.language.rfc3066 | en | |
| dc.rights | open access | en_US |
| dc.rights.holder | The Author(s) | |
| dc.title | Effectiveness of tutorials for promoting educational integrity: a synthesis paper | |
| dc.type | Journal Article | |
| local.author.affiliation | Faculty of Education | en_US |