scholarly journals Book review, integrity in education for future happiness

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Irene Glendinning
Keyword(s):  
Academic Dishonesty ◽  
Academic Integrity ◽  
Contract Cheating ◽  
Face To Face ◽  
Use Of Technology ◽  
Problems And Solutions ◽  
New Ideas ◽  
Virtual Conference ◽  
And Training

AbstractThe joy of doing any review is having a legitimate excuse to spend time learning about what other researchers are working on, then to reflect on what is new. This book review with a rich tapestry of current research and thinking about integrity in education and research, is no exception. This publication is the product of a virtual conference that took place in April 2020, which, had the Covid-19 pandemic not arrived, would have been held face-to-face in Dubai.Each of the 15 chapters brings to light new ideas for encouraging academic integrity and ethical conduct, or for deterring and managing academic dishonesty. Some chapters place familiar problems and solutions into new contexts and illustrate classroom experiences in different parts of the world. The key topic of education and training of teachers, researchers and students features in several chapters, including a welcome focus on secondary education. There is no shortage of empirical research in the book, including analysis of data on institutional policies an, admissions. Three chapters concern innovations in use of technology and how they are being applied and developed, with useful take-aways for evidencing contract cheating.Inclusion of the student voice is important in research into academic integrity. We hear from students through formal research, informal feedback and a whole chapter about one student’s journey.The book has been fittingly dedicated to the memory of Tracey Bretag (19/6/1962–7/10/2020), who managed to continue her support for the series of PAEB conferences by recording her keynote, despite being already very frail. Whether you decide to read the whole book or just select a few chapters, the ideas you will find there largely stem from Tracey’s legacy. We are reminded that there is so much more to do to improve integrity in education and research, locally and globally.

scholarly journals Peran Teknologi Dalam Pembelajaran Di Masa Pandemi Covid-19

2020 ◽  
Vol 17 (2) ◽  
pp. 188-198
Author(s):  
Unik Hanifah Salsabila ◽  
Lailli Irna Sari ◽  
Khusna Haibati Lathif ◽  
Ayu Puji Lestari ◽  
Asyharinur Ayuning
Keyword(s):  
Online Learning ◽  
Education System ◽  
Academic Culture ◽  
Learning Material ◽  
Face To Face ◽  
Use Of Technology ◽  
Almost All ◽  
To Receive ◽  
And Training

The Covid-19 pandemic has caused major changes in almost all aspects of life, one of which is the education system. Changes in the education system make it difficult for students to receive the material, especially students at the Elementary School and Kindergarten levels, because learning that is usually done conventionally turns into distance-learning or done online, the implementation of which cannot be separated from the use of technology information. This journal aims to examine the role of technology in the implementation of learning during the Covid-19 pandemic, besides that it also examines the challenges of education during the Covid-19 pandemic using descriptive-analytical literature methods. The results and conclusions in this paper show that technology has an important role in the implementation of learning, especially during the Covid-19 pandemic like today. Technology plays a role as a medium in making interactions between educators and students in the implementation of online learning. In addition, technology also plays a role in facilitating educators to deliver learning material so that learning continues even though it is not done face to face. In the implementation of online learning, of course, there are obstacles that become challenges for educations actors, related to academic culture, including values, attitudes, knowledge, skills, and readiness of technology-related facilities and infrastructure. The implementation of literacy and training related to the use of technology can be a solution to facing some of the challenges of online learning during the current Covid-19 pandemic.

Video Technology for Academic Integrity in Online Courses

2011 ◽  
pp. 289-300
Author(s):  
Judith Szerdahelyi
Keyword(s):  
Academic Dishonesty ◽  
Academic Integrity ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Courses ◽  
Academic Misconduct ◽  
Video Production ◽  
High Tech ◽  
Face To Face ◽  
Two Factors

In addition to their traditional low-tech repertoire of cheating methods, students are now compromising academic integrity by utilizing sophisticated high-tech innovations to improve their grades. The inexperience of online faculty can also contribute to students’ academic misconduct when instructors employ a course design and/or assessment measures that are more appropriate for face-to-face courses. This chapter discusses how easy it is for students to “fake a course” and earn a grade in an online class without acquiring knowledge if a combination of two factors are present: 1) Using pedagogical tools unsuitable for measuring online performance, and 2) Violations of academic integrity. The purpose of the chapter is to present new methods of utilizing multimedia technology, more specifically student video production, to reduce the possibility of academic dishonesty and to improve the quality of teaching and learning.

THE IMPACT OF TECHNOLOGY ON ONLINE COURSE INTEGRITY: A PILOT STUDY

2020 ◽  
Vol 8 (11) ◽  
pp. 19-26
Author(s):  
Rhonda Richards ◽  
Robert Stevens ◽  
Lawrence Silver ◽  
Kitty Campbell
Keyword(s):  
Online Education ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Faculty Perceptions ◽  
Academic Misconduct ◽  
Internet Survey ◽  
Face To Face ◽  
Available Technology ◽  
Impact Of Technology ◽  
The Impact

The March 2020 COVID-19 pandemic caused many universities to move face-to-face and hybrid courses to completely online formats, resulting in increased challenges to academic integrity. Although academic misconduct and academic dishonesty among students is nothing new, the literature is inconclusive as to whether there is more cheating in online classes than in face-to-face classes. However, online education has made it much more difficult for instructors to detect instances of cheating. The purpose of this study is to identify faculty perceptions and attitudes regarding student violations of academic integrity, particularly in online courses. An Internet survey link was sent to all faculty at a southwestern university. Responses revealed that although faculty are aware of the threat of technology to academic integrity, many do not use the available technology safeguards.

scholarly journals Ensuring Academic Integrity in Online Assessments: A Literature Review and Recommendations

2022 ◽  
Vol 12 (1) ◽  
pp. 60-70
Author(s):  
Fariza Sabrina ◽  
◽  
Salahuddin Azad ◽  
Shaleeza Sohail ◽  
Sweta Thakur
Keyword(s):  
Literature Review ◽  
Academic Integrity ◽  
Online Teaching ◽  
Online Courses ◽  
Academic Misconduct ◽  
Extensive Literature ◽  
Contract Cheating ◽  
Face To Face ◽  
Online Assessments ◽  
Single Method

During the recent COVID-19 outbreak, educational institutions have transitioned to online teaching for all students for most of the programs. Due to lack of in-person interactions and monitoring, assessments in online courses may be more susceptible to contract cheating, collusion, fabrication and other types of academic misconduct than the assessments in face-to-face courses. This situation has raised several research questions that need immediate attention, such as what are the best possible options for online assessments and how to administer online assessments so that academic integrity could be preserved. The authors have conducted a scoping study and carried out an extensive literature review on i) different types of assessments that are suitable for online courses, ii) strategies for ensuring academic integrity, and iii) methods, tools and technologies available for preventing academic misconduct in online assessments. It is evident from the literature review that there are a range of options available for designing assessment tasks to detect and prevent violations of academic integrity. However, no single method or design is enough to eliminate all sorts of academic integrity violations. After thorough research and analysis of existing literature, the authors have provided a comprehensive set of recommendations that could be adopted for ensuring academic integrity in online assessments.

Student Perspectives of Academic Integrity in an Online Environment: A Pilot Study

2021 ◽  
Vol 9 (2) ◽  
pp. 60-69
Author(s):  
Rhonda Richards
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Online Courses ◽  
Academic Misconduct ◽  
Internet Survey ◽  
Online Classes ◽  
Face To Face ◽  
Perceptions And Attitudes

The March 2020 COVID-19 pandemic caused many universities to move face-to-face and hybrid courses to completely online formats, resulting in increased challenges to academic integrity. Although academic misconduct and academic dishonesty among students is nothing new, the literature is inconclusive as to whether there is more cheating in online classes than in face-to-face classes. However, online education has made it much more difficult for instructors to detect instances of cheating. The purpose of this study is to identify student perceptions and attitudes regarding violations of academic integrity, particularly in online courses. An Internet survey link was sent to all students enrolled at a southwestern university.

Experiences of Volunteers Supporting Parents Following a Fatal Fetal Anomaly Diagnosis

2021 ◽  
pp. 104973232098783
Author(s):  
Stacey Power ◽  
Keelin O’Donoghue ◽  
Sarah Meaney
Keyword(s):  
Health Care ◽  
Peer Support ◽  
Thematic Analysis ◽  
Health Care Professionals ◽  
Fetal Anomaly ◽  
Voluntary Organizations ◽  
Face To Face ◽  
Bereaved Parents ◽  
Collaborative Working ◽  
And Training

Ireland has had a reliance on voluntary groups to provide peer-to-peer bereavement support. The aim of this study was to explore volunteers’, within these voluntary groups, experiences of supporting parents following a fatal fetal anomaly diagnosis. Purposive sampling was used to recruit volunteers ( n = 17) and face-to-face interviews undertaken. NVivo12 was utilized to assist in the thematic analysis of the data. Five themes; “motivation for altruistic acts,” “being challenged,” “value of education and training,” “supporting volunteers to support others,” and “it is not a sprint, it is a marathon” were identified. Volunteers felt comfortable in their peer-support role but found the lack of knowledge regarding newly implemented termination of pregnancy (TOP) services challenging. The importance of education/training was identified, emphasizing the need for collaboration with health care professionals and other voluntary organizations for support. The findings illustrate the need for collaborative working between health care professionals and volunteers to assist them in supporting bereaved parents.

scholarly journals Analysis of Educational Data in the Current State of University Learning for the Transition to a Hybrid Education Model

2021 ◽  
Vol 11 (5) ◽  
pp. 2068
Author(s):  
William Villegas-Ch. ◽  
Xavier Palacios-Pacheco ◽  
Milton Roman-Cañizares ◽  
Sergio Luján-Mora
Keyword(s):  
Online Education ◽  
Educational Model ◽  
Hybrid Education ◽  
Face To Face ◽  
Current State ◽  
Use Of Technology ◽  
Technological Advances ◽  
The World ◽  
The Face ◽  
Education Model

Currently, the 2019 Coronavirus Disease pandemic has caused serious damage to health throughout the world. Its contagious capacity has forced the governments of the world to decree isolation and quarantine to try to control the pandemic. The consequences that it leaves in all sectors of society have been disastrous. However, technological advances have allowed people to continue their different activities to some extent while maintaining isolation. Universities have great penetration in the use of technology, but they have also been severely affected. To give continuity to education, universities have been forced to move to an educational model based on synchronous encounters, but they have maintained the methodology of a face-to-face educational model, what has caused several problems in the learning of students. This work proposes the transition to a hybrid educational model, provided that this transition is supported by data analysis to identify the new needs of students. The knowledge obtained is contrasted with the performance presented by the students in the face-to-face modality and the necessary parameters for the transition to this modality are clearly established. In addition, the guidelines and methodology of online education are considered in order to take advantage of the best of both modalities and guarantee learning.

scholarly journals Self-reported use of technology by orientation and mobility clients in Australia and Malaysia before the COVID-19 pandemic

2021 ◽  
pp. 026461962110190
Author(s):  
Lil Deverell ◽  
Jahar Bhowmik ◽  
Abdullah Al Mahmud ◽  
Bee Theng Lau ◽  
Fakir M Amirul Islam ◽  
...  
Keyword(s):  
Low Vision ◽  
Two Phase ◽  
Face To Face ◽  
Use Of Technology ◽  
Orientation And Mobility ◽  
Independent Travel ◽  
The 1960S ◽  
In Transit ◽  
Real Time Information ◽  
Time Information

Since the 1960s, many electronic travel aids have been developed for people with low vision or blindness to improve their independent travel skills, but uptake of these specialist devices has been limited. This study investigated what technologies orientation and mobility (O&M) clients in Australia and Malaysia have, use, like, and want to support their travel, to inform technology research and development. This two-phase mixed-methods study surveyed O&M clients face-to-face in Malaysia ( n = 9), and online in Australia ( n = 50). Participants managed safe walking using a human guide, long cane, or guide dog when their vision was insufficient to see hazards, but a smartphone is now a standard travel aid in both Australia and Malaysia. Participants relied on smartphone accessibility features and identified 108 apps they used for travel: for planning (e.g., public transport timetables), sourcing information in transit (e.g., GPS location and directions, finding a taxi), sensory conversion (e.g., camera-to-voice, voice-to-text, video-to-live description), social connections (e.g., phone, email, Facebook), food (e.g., finding eateries, ordering online), and entertainment (e.g., music, games). They wanted to ‘carry less junk’, and sought better accessibility features, consistency across platforms, and fast, reliable, real-time information that supports confident, non-visual travel, especially into unfamiliar places.

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