Evaluation of a Tutorial Designed to Promote Academic Integrity

Academic integrity violations undermine principles of integrity and the quality of education.  Reducing the prevalence of dishonesty in scholarly work requires a multi-faceted approach (Stephens, 2016), which may include the implementation of e-learning tutorials.  Tutorials and other brief educational interventions increase students’ perceived knowledge and understanding of academic integrity and related topics (Stoesz & Yudintseva, 2018); however, it is unclear from the literature which students benefit most from completing them.  In two studies, secondary (i.e., middle and high) school students were recruited to complete an e-learning tutorial and surveys about academic integrity, approaches to learning, motivation for learning, and personality.  88 students participated in an online study, but only 15 participants completed the tutorial.  Knowledge and perceived seriousness of academic integrity violations increased significantly in this small sample; these changes were not evident in the remaining participants.  A follow-up study with 90 students tested in face-to-face classroom sessions confirmed the results of the first study.  Moreover, the changes in perception were larger for the youngest and oldest participants compared to the middle age group, and were correlated with use of deep learning strategies and agreeableness.  Overall, the findings provide evidence for the effectiveness of academic integrity tutorials, and suggest individual difference factors must be considered when designing and implementing brief educational interventions.  Examining behaviour change and long-term outcomes for secondary school students, and exploring the influences of learning environment and teacher characteristics on learning the values of academic integrity are important avenues for future research

Virtual Alchemies: Can New Learning Technologies Transform Police Training?

This was a collaborative action research project with three, mixed method evaluation cycles. Its aim was to increase the impact of new learning technologies (NLT) in two Police Forces. The first reconnaissance cycle found a significant absence of uptake for one computer based training system (<1% impact after five years) with only assumptions of ‘technological determinism’ driving the process. A range of individual, work related and cultural factors were illuminated, towards understanding how the Force might become a ‘network’ organisation, where technology fundamentally transforms how work is done (Symon, 2000). Following the qualitative interview study, a quantitative survey was carried out with 164 respondents on the areas of concern for NLT in the Police. Factor analysis of this data reinforced a parsimonious five factor solution, accounting for 55% of the variance and on which to proceed with cycles two and three. In the second cycle, 130 Police Probationers completed a battery of psychometrics to assess individual difference factors associated with successful outcomes in training with NLT. Results showed 27% of the variance on a bespoke NLT learning measure was predicted by computer attitudes. Age, gender, education, motivational and almost all personality measures offered no significant contribution to explaining the data. The bespoke learning criterion was used as a pre-test, post-test and retention measure and showed significant increases in knowledge were gained from NLT: effective and efficient learning was evidenced. Also in the second cycle, a sub-sample of (n=20-34) Probationers participated in two stages of repertory grid interviews rating different elements of Police training methods. From these data an ‘Ideal Probationer Learning Event’ (IPLE) model was proposed. This was stable over time and positioned NLT within a conceptual structure that identified preferred and non-preferred construct poles equating to four dimensions along which Police officers reliably rated any training event. In essence, it highlighted sites of perceived credibility and offered these as levers for creative change. Follow-up work with 120 Probationers using another example of NLT explored how integration of learning from NLT could occur from a learner-centered point of view, using an interpretive concept mapping technique. This illuminated sites of power exchange and the location of ‘ownership’ of learning in Police culture. The IPLE model was used to direct the third cycle which included constructivist and contingency perspectives. It was propsed that by creatively designing an NLT event to increase elements of the preferred constructs discovered in cycle two, integration of an NLT event would enable the transformative properties of NLT as a to manifest themselves. A sample of up to 60 Police Staff used an NLT package alongside a bespoke, collaborative e-learning group. Criterions were developed according to skill breadth, frequency and difficulty and significant increases in learning were not only found, but maintained following completion of NLT when retention was measured. The e-learning group brought some of the credible elements of training to the NLT event, thereby constituting a ‘unique solution’ (Seltzer, 1971). It created peer learning groups, despite geographical separation. Data for each level of Kirkpatrick’s (1959; 1960) ‘best practice’ training evaluation model was collected enabling the conclusion that creative integration is key to a network uptake of NLT

Faculty Members' Readiness for E-learning in the College of Basic Education in Kuwait

E-learning exposes students and instructors to different learning models such as constructivism rather than the traditional learning. E-learning as a part of today's technology has proven that it is appropriate for most students' mentalities and is a mind tool which promotes different learning models, such as problem solving strategy, collaborative learning, and critical thinking. The Public Authority for Applied Education and Training (PAAET) in Kuwait consists of more than 10 academic colleges with a total number of 120 faculty members. The College of Basic Education (CBE) is one of them. The implementation of e-learning at the College of Basic Education requires that all the learning community members, instructors and students, understand that an e-learning course is like a learning community with the privilege of sharing knowledge, opinions, experiences related to class subject, and productive outcomes that are beneficial to this learning community. This study indentified the statistically significant differences in demographic characteristics of e-learning adopters and non-adopters among faculty members at CBE, examining faculty members' attitudes and skills toward e-learning readiness. The study will explore perceived barriers that face e-learning at CBE. Applying the Rogers diffusion of innovation theory, the influence of 4 factors was examined regarding faculty readiness for e-learning at CBE. Chi-square techniques, t-tests, and factor analysis were conducted to analyze the data and answer research questions. Statistically significant differences were identified among e-learning adopters and non-adopters regarding age difference and department discipline, both technical and non-technical

Family, learning environments, learning approaches, and student outcomes in a Malaysian private university

This paper presents the quantitative findings from a mixed methods study of students and faculty at a private medical university in Malaysia. In particular, the relationships among students’ individual characteristics, general self-efficacy, family context, university and classroom learning environments, curriculum, approaches to learning, and measures of students’ academic achievement, self-directed learning readiness and mental health at the student level. Data were collected from 392 students attending a private medical university in Malaysia. The findings from the partial least square path (PLSPATH) suggest that: (a) parental involvement continues to impact and influence student learning process, and related student outcomes, at the university level, and (b) a surface approach to learning is related to poor quality processes and outcomes and a deep approach to learning is related to high quality processes and outcomes

Analysing teamwork in higher education: an empirical study on the antecedents and consequences of team cohesiveness

Uno de los factores más importantes del trabajo en equipo es la cohesión entre sus miembros. Sin embargo, escasos trabajos analizan sus antecedentes y consecuencias. El presente estudio utiliza el modelo Input-Process-Output para analizar el impacto de factores individuales y de la tarea sobre la cohesión del equipo, así como la influencia de la cohesión del equipo sobre la eficacia del mismo. En base a una encuesta a 160 alumnos que realizaron trabajos en grupo, los resultados muestran que el grado de cooperación y el comportamiento colaborativo tienen una influencia positiva en la cohesión del equipo, mientras que la carga de trabajo y la complejidad de la tarea tienen una influencia negativa en la misma. Además, la cohesión del equipo influye positivamente en el aprendizaje percibido, la satisfacción con el trabajo en equipo y la calidad esperada. Finalmente, tanto el aprendizaje percibido como la calidad esperada predicen la satisfacción con el trabajo en equipo.One of the most important components of effective teamwork is cohesiveness. However, few empirical studies on the antecedents and consequences of group cohesiveness exist. In response to this gap, the current study draws on the Input-Process-Output model of team effectiveness to investigate the impact of individual and task factors on team cohesiveness, as well as the influence of team cohesiveness on students’ perceived learning, satisfaction with teamwork, and expected quality in the outcome. Based on a survey of 160 undergraduate students who worked in groups, the findings show that cooperativeness and collaborative behaviour have a positive influence on team cohesiveness, while workload and task complexity have a negative influence on it. Additionally, team cohesiveness is positively related to perceived learning, satisfaction with teamwork, and expected quality. Finally, both perceived learning and expected quality predict satisfaction with teamwork

Factors influencing student satisfaction and perceived learning in online courses

Online education, with its genuine characteristics, has changed the way students experience learning processes. This fact led research to study the aspects of online learning settings that influence the way students experience their learning, and several aspects were identified from this effort. However, usually each study focuses on only one or a few of these aspects, and some results are contradictory. In this study the authors consider together, in an integrated model, most of the aspects identified by the literature in order to determine which aspects are more influence for students' satisfaction and perceived learning. With this aim, they conducted a correlation and ANOVA analysis on the responses to a questionnaire answered by 499 students of higher education social sciences online courses in the USA, China and Spain. They found that the most influential aspects of the online courses in social sciences on students' satisfaction and perceived learning were learning content and course design

Student Perceptions of Teacher-Student Relationships in General and Special Education

Teacher-student relationships (TSRs) have largely been found to significantly impact student performance and achievement (Roorda, Koomen, Spilt, &amp; Oort, 2011). The purpose of this investigation was to identify differences between the TSRs experienced by students in special education (SPED) and their typically developing peers, and analyze how these differences impacted academics (i.e., math achievement). Secondary analysis of data from the Measures of Effective Teaching (MET) project indicated no statistical or practical differences between the TSRs reported by SPED students and their peers in general education. Furthermore, teacher caring was found to predict math achievement for non-SPED students. However, student-perceived TSRs were not found to be related to math achievement for SPED students. Implications of these findings are discussed. Keywords: teacher-student relationships, math, special educatio

An empirical study on behavioural intention to reuse e-learning systems in rural China

The learner’s acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioural intention to reuse those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China, it is necessary to examine the relationships between e-learners’ experience and perceptions and their behavioural intention to reuse, because it is argued that system reuse is an important indicator of the system’s success. Therefore, a better understanding of the multiple factors affecting the e-learner’s intention to reuse could help e-learning system researchers and providers to develop more effective and acceptable e-learning systems. Underpinned by the information system success model, technology acceptance model and self-efficacy theory, a theoretical framework was developed to investigate the learner’s behavioural intention to reuse e-learning systems. A total of 280 e-learners were surveyed to validate the measurements and proposed research model. The results demonstrated that e-learning service quality, course quality, perceived usefulness, perceived ease of use and self-efficacy had direct effects on users’ behavioural intention to reuse. System functionality and system response have an indirect effect, but system interactivity had no significant effect. Furthermore, self-efficacy affected perceived ease of use that positively influenced perceived usefulness