Sbaffi, L. orcid.org/0000-0003-4920-893X and Zhao, X. orcid.org/0000-0002-8968-6912 (2022) Evaluating a pedagogical approach to promoting academic integrity in higher education: an online induction program. Frontiers in Psychology, 13. 1009305. ISSN 1664-1078
Abstract
Academic integrity is at the heart of excellent education. However, resources explaining the concept tend to be definition-driven, while using complex language and sometimes even an austere tone designed to discourage students from breaches. This study aims to design and evaluate an online module at a UK University across 2 years, designed to improve students’ understanding of concepts of academic integrity and practice. The module includes a range of interactive resources (e.g., gamified quizzes and e-booklets) and was made available to a large cohort of postgraduate students (448). The study adopts a mixed-methods approach composed of three sequential phases involving first collecting students’ views on existing academic integrity resources (7 students participating in a focus group and 39 competing a questionnaire), then developing a range of new ones based on students’ feedback to form the content of the module, and finally gathering students’ evaluation on the newly created resources (sample size: 361 students). Results illustrate a clear improvement in relation to the accessibility, usefulness and understandability of new resources. Results also highlight a remarkable increase in student confidence levels regarding academic integrity. Students also considered the new module as more appealing and informative. This manuscript offers a good example of a pedagogical approach aimed at promoting academic integrity in an innovative and engaging fashion.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2022 Sbaffi and Zhao. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms (https://creativecommons.org/licenses/by/4.0/). |
Keywords: | academic integrity; policy and practice; educational games; online module; online pedagogy |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > Information School (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 17 Oct 2022 10:24 |
Last Modified: | 18 Oct 2022 14:53 |
Status: | Published |
Publisher: | Frontiers Media S.A. |
Refereed: | Yes |
Identification Number: | 10.3389/fpsyg.2022.1009305 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:191671 |