Academic Integrity Online: Developing Support Mechanisms for Online Graduate Students to Understand Plagiarism: Research Project Brief

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dc.contributor.authorEaton, Sarah E.
dc.contributor.authorLock, Jennifer
dc.contributor.authorSchroeder, Meadow
dc.contributor.authorElaine, Sarah
dc.date.accessioned2017-06-21T22:47:01Z
dc.date.available2017-06-21T22:47:01Z
dc.date.issued2017-06-19
dc.description.abstractThe Werklund School of Education (WSE) has identified an opportunity to study the development of online graduate students’ understanding of plagiarism and academic integrity. The proposed project will explore the impact of an evidence-based online tutorials designed specifically for new graduate students. This study will address questions students have about how to correctly cite and reference sources for their papers, capstone projects and theses. The tutorials will focus on a positive and educational approach to cultivating academic integrity as an integral element of the graduate student experience, moving away from outdated and punitive approaches that do little to bolster students’ confidence in themselves and their abilities. Previous studies have shown that developing social, cognitive and teaching presence in online courses helps students success but when institutional tutorials are developed the are often done as a static and stand-alone tutorial that do not include interaction with others. The study involves an A/B testing model in which research participants will have their choice of participating in Option A: an asynchronous (on demand) online tutorial or Option B: a synchronous (real time) interactive tutorial facilitated by an instructor. The study will examine online students’ preferences and progress in terms of developing their understanding of plagiarism and cultivating a personal ethic of academic integrity as graduate students. We aim to discover what the differences are between static on-demand tutorial and a real-time facilitated interactive session with an experienced instructor.en_US
dc.description.refereedNoen_US
dc.description.sponsorshipUniversity of Calgary Teaching and Learning Grantsen_US
dc.identifier.citationEaton, S. E., Lock, J. & Schroeder, M. (2017). Academic Integrity Online: Developing Support Mechanisms for Online Graduate Students to Understand Plagiarism: Research Project Brief. Calgary: University of Calgary.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31621
dc.identifier.urihttp://hdl.handle.net/1880/52104
dc.language.isoenen_US
dc.publisherWerklund School of Education, University of Calgaryen_US
dc.publisher.facultyEducationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.subjectacademic integrityen_US
dc.subjectonlineen_US
dc.subjectplagiarismen_US
dc.subjectpost-secondaryen_US
dc.subjecthigher educationen_US
dc.subjectCanadaen_US
dc.titleAcademic Integrity Online: Developing Support Mechanisms for Online Graduate Students to Understand Plagiarism: Research Project Briefen_US
dc.typeworking paperen_US
thesis.degree.disciplineEducationen_US
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