Examining the Impact of Dons Providing Peer Instruction for Academic Integrity: Dons' and Students' Perspectives

被引：0

作者：

Zivcakova, Lucia ^{[1
]}

Wood, Eileen ^{[1
]}

Forsyth, Gail ^{[1
]}

Dhillon, Navinder ^{[1
]}

Ball, Danielle ^{[1
]}

Corolis, Brittany ^{[1
]}

Coulas, Amanda ^{[1
]}

Daniels, Stephen ^{[1
]}

Hill, Joshua ^{[1
]}

Krstic, Anja ^{[1
]}

Linseman, Amy ^{[1
]}

Petkovski, Marjan ^{[1
]}

机构：

[1] Wilfrid Laurier Univ, Dept Psychol, Waterloo, ON N2L 3C5, Canada

来源：

JOURNAL OF ACADEMIC ETHICS | 2012年 / 10卷 / 02期

关键词：

Peer instruction; Instructional intervention; Teaching academic integrity; Students;

D O I：

10.1007/s10805-012-9153-8

中图分类号：

B82 [伦理学（道德学）];

学科分类号：

摘要：

A peer instruction model was used whereby 78 residence dons (36 males, 42 females) provided instruction regarding academic integrity for 324 students (125 males, 196 females) under their supervision. Quantitative and qualitative analyses were conducted to assess survey responses from both the dons and students regarding presentation content, quality, and learning. Overall, dons consistently identified information-based slides about academic integrity as the most important material for the presentations, indicating that fundamental information was needed. Although student ratings of the usefulness of the presentations were middling, students did indicate knowledge gains. Both interest and personal value for academic integrity were highly predictive of positive evaluations of the presentations. Dons and students provided suggestions for improvement and identified more global concerns.

引用

页码：137 / 150

页数：14

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