Faculty Perspectives of Academic Integrity During COVID-19: A Mixed Methods Study of Four Canadian Universities

Eaton, Sarah Elaine; Stoesz, Brenda M.; Crossman, Katherine; Garwood, Kim; McKenzie, Amanda

doi:10.47678/cjhe.vi0.189783

Cited by 14 publications

(4 citation statements)

References 34 publications

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“…Their knowledge and internalization of ethical codes of conduct shape their academic integrity. This aligns with Eaton and Turner's (2020) argument that upholding ethics in academic work is vital for higher education. The model of triadic reciprocal determinism, as proposed by SCT encapsulates the intricate interplay between personal values, behavioral tendencies, and environmental influences when examining ethical academic conduct.…”

Section: Discussionsupporting

confidence: 80%

“…Therefore, ethical education courses are being taught by academic institutions at all levels, from kindergarten to national academia (Bettignies & Tan, 2007). Ethical behaviour in academic work is an important aspect of ethical behaviour and is essential for higher education (Eaton & Turner, 2020). However, issues of ethical behaviour in academic work have been a long-standing problem at all levels of education worldwide.…”

Section: Introductionmentioning

confidence: 99%

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An exploration of private college students’ perceptions of the concept of ethical behaviour in academic work in China

Chen,

Saharuddin,

Muhamad

2024

International Journal of Chinese Education

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In China, unethical behaviour in academic work is regarded as a severe problem in higher education that has the potential to stifle the growth of creativity and innovation. However, research on ethical behaviour in academic work is still uncommon in private colleges, particularly from the perspective of undergraduate students. As a result, the purpose of this qualitative study is to explore Chinese private college students’ perceptions of the concept of ethical behaviour in academic work. Bandura’s social cognitive theory examined and analysed students’ perceptions and perspectives on ethical behaviour in academic work. To assess participants’ perceptions, one-on-one semi-structured interview, focus group discussion, and reflection in narrative story writing were conducted. The study sample consisted of five participants from three private colleges in three cities in China. According to the content analysis findings, Chinese private college students’ perspectives of the concept of ethical behaviour in academic work are social and professional academic ethics and academic malpractices. Meanwhile, Chinese private college students’ perspectives of the concept of ethical behaviour in academic work are academic misconduct and academic professional standards. The results have practical significance for helping private college students overcome ethical behaviour problems in academic work.

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Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

An exploration of private college students’ perceptions of the concept of ethical behaviour in academic work in China

Chen,

Saharuddin,

Muhamad

2024

International Journal of Chinese Education

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“…During the pandemic, instructors often used online proctoring services, whereby a student is monitored by a web camera while taking an exam or test. In many instances, online proctoring was inordinately intrusive of a student's privacy and was often not successful in preventing students from “cheating.” Eaton and Turner (2020) conducted a rapid review method of finding the effects of e‐proctoring examinations on student mental health by collecting and analyzing sources of existing evidence. The researchers found that most published articles suggest that the use of remotely proctored exams is associated with student stress and anxiety, but further research is needed.…”

Section: The Challenge Of Assessmentmentioning

confidence: 99%

Key issues in teaching and learning resulting from the Covid‐19 pandemic

Bates

2023

Natural Sciences Education

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This article examines the impact of emergency remote learning and draws on both current and prior research to suggest ways forward in teaching and learning in higher education. Synchronous online learning was the primary delivery method during the Covid-19 pandemic, but research has identified many limitations in this form of delivery, as well as some benefits. Many lessons and best practices in online learning had been developed before the pandemic, but these have been largely ignored both during and following the pandemic. The author suggests that hybrid learning (a mix of in-person and online) is in general the future of teaching and learning in higher education, although there will be important but specific markets for both wholly in-person and fully online learning. Research has indicated that effective online and hybrid learning requires a major shift in teaching, and particularly in assessment methods, from those used in classroom teaching. This presents a major challenge for faculty development, and some strategies to meet this challenge are suggested.

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“…into the home. Scientific articles are still being published [2][3][4] that share data collected in those moments of uncertainty, and which are of great value for developing strategies with which to respond to the new changes in education and new learning ecosystems, either fully online or hybrid, that many universities are encouraged to implement.…”

Section: Introductionmentioning

confidence: 99%

Impact of Digital Contexts in the Training of University Education Students

Cebrián-Robles,

Ruíz-Rey,

Raposo-Rivas

et al. 2023

Education Sciences

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The Internet is an important source of information and is a real ecosystem for learning that has provided important advances in education, although it has also generated problems, especially in terms of data security, identity theft, and cyber-plagiarism. During the COVID-19 pandemic, we had the opportunity to check levels of development in terms of infrastructures and digital competence, and subsequently detected serious problems in online assessment. In particular, the behaviour and digital competence of future teachers are essential, as they will inevitably be role models for their students. The present study analyses academic cyber-plagiarism derived from digital ecosystems during the pandemic in the academic work of pre-service teachers, advancing studies and warnings regarding Artificial Intelligence as a new learning ecosystem. A validated online questionnaire is used that considers the digital context surrounding training both during and after the pandemic. For the factor analysis, both descriptive and correlational, 324 responses from three Spanish universities are analysed. The confirmatory factor analysis reports four factors: the digital context of the pandemic as an opportunity for plagiarism, the response of the educational community to plagiarism, and both the unconscious and intentional misuse of sources. It is concluded that the digital context of the pandemic provided an opportunity for academic plagiarism, conscious or unconscious, with a clear distinction according to gender and the degree of reference. Finally, it is recommended to promote students’ digital skills to avoid risks such as cyber-plagiarism or authorship theft, using institutional repositories that can provide students with prominence by safely and ethically publishing their intellectual creations. Similarly, national policies are required to address advances in AI in education.

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Faculty Perspectives of Academic Integrity During COVID-19: A Mixed Methods Study of Four Canadian Universities

Cited by 14 publications

References 34 publications

An exploration of private college students’ perceptions of the concept of ethical behaviour in academic work in China

An exploration of private college students’ perceptions of the concept of ethical behaviour in academic work in China

Key issues in teaching and learning resulting from the Covid‐19 pandemic

Impact of Digital Contexts in the Training of University Education Students

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