ORCID Profile
0000-0003-0607-6287
Current Organisations
University of Calgary
,
Deakin University
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Publisher: IGI Global
Date: 05-2020
DOI: 10.4018/978-1-7998-3292-8.CH010
Abstract: Instructors use synchronous sessions in higher education online courses to connect with students in real-time discussions. In this qualitative study, researchers examined 12 recordings of synchronous activity in four educational research graduate courses. Students completed a survey with open-ended questions after each synchronous session, and students and instructors were interviewed at the end of the term so that researchers could learn more about how synchronous online discussion cultivated a scholarly community of inquiry. Findings suggest that engagement strategies, such as student-facilitated presentations and case study discussions, fostered social presence, teaching presence, and cognitive presence. Findings also suggest that engagement strategies were valuable for promoting interactivity during synchronous sessions. Although synchronous discussions were used as a pedagogical approach and companion to asynchronous course work to support students' learning, unreliable technology presented challenges, possibly limiting the quality of discussions in online environments.
Publisher: Springer Science and Business Media LLC
Date: 16-06-2018
Publisher: Informa UK Limited
Date: 21-09-2023
Publisher: Springer Science and Business Media LLC
Date: 05-05-2023
Publisher: Springer Science and Business Media LLC
Date: 05-04-2022
Publisher: Springer Science and Business Media LLC
Date: 16-09-2022
Publisher: Springer Science and Business Media LLC
Date: 26-03-2020
Publisher: Springer Science and Business Media LLC
Date: 29-04-2020
DOI: 10.1007/S10805-020-09367-0
Abstract: This institutional self-study investigated the use of text-matching software (TMS) to prevent plagiarism by students in a Canadian university that did not have an institutional license for TMS at the time of the study. Assignments from a graduate-level engineering course were analyzed using iThenticate®. During the initial phase of the study, similarity scores from the first student assignments ( N = 132) were collected to determine a baseline level of textual similarity. Students were then offered an educational intervention workshop on academic integrity. Another set of similarity scores from consenting participants’ second assignments ( n = 106) were then collected, and a statistically significant assignment effect ( p 0.05) was found between the similarity scores of the two assignments. The results of this study indicate that TMS, when used in conjunction with educational interventions about academic integrity, can be useful to students and educators to prevent and identify academic misconduct. This study adds to the growing body of empirical research about academic integrity in Canadian higher education and, in particular, in engineering fields.
Publisher: Springer International Publishing
Date: 2022
Publisher: SAGE Publications
Date: 27-03-2023
DOI: 10.1177/03064190231166665
Abstract: In this paper, the authors review extant natural language processing models in the context of undergraduate mechanical engineering education. These models have advanced to a stage where it has become increasingly more difficult to discern computer vs. human-produced material, and as a result, have understandably raised questions about their impact on academic integrity. As part of our review, we perform two sets of tests with OpenAI's natural language processing model (1) using GPT-3 to generate text for a mechanical engineering laboratory report and (2) using Codex to generate code for an automation and control systems laboratory. Our results show that natural language processing is a potentially powerful assistive technology for engineering students. However, it is a technology that must be used with care, given its potential to enable cheating and plagiarism behaviours given how the technology challenges traditional assessment practices and traditional notions of authorship.
Publisher: Society for Research and Knowledge Management
Date: 30-09-2017
Publisher: Unpublished
Date: 2017
Publisher: Portland State University Library
Date: 2017
Publisher: Springer Science and Business Media LLC
Date: 26-02-2022
Publisher: Research Square Platform LLC
Date: 14-08-2023
DOI: 10.21203/RS.3.RS-3253789/V1
Abstract: This study reports on a novel phenomenon observed in scholarly publications. Some research articles unrelated to the field of artificial intelligence (AI) generate content (AIGC contain confusing phrases such as “As an AI language model...”. We conceptualize this phenomenon as “AIGC footprints”. To provide early evidence, we conducted a small-scale s le investigation by collecting 25 articles. We found that the appearance of AIGC footprints corresponds to the time when the public version of ChatGPT was launched. These 25 articles were published by authors from countries in Central Asia, South Asia, and Africa. Among these authors, there were assistant professors ( n = 5), Ph.D. researcher ( n = 6), as well as Ph.D. and master’s students ( n = 3). Single authors ( n = 16) and single affiliations ( n = 23) were more common. Analysis of the article content revealed that some authors utilized ChatGPT for literature reviews ( n = 11) or idea generation ( n = 11). Articles with AIGC footprints are widely distributed across various professional fields, such as Communication and Media Studies ( n = 3), Cybersecurity ( n = 2), Civil Engineering ( n = 2), and Agricultural Technology ( n = 2). The 25 articles with AIGC footprints were published in 18 different academic journals. Most of the academic journals did not disclose their APCs on their websites ( n = 11), nor were they indexed by Web of Science, Scopus, and DOAJ ( n = 17). The emergence of AIGC footprints reflects the potential challenges faced by scholarly publishing and higher education in ensuring quality assurance, as well as indicating potential problems in research integrity. We provide several recommendations, including the development of best research practice guidelines in the context of AIGC, integrating transparent use of AIGC into higher education instruction, and fostering ethical leadership.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Nature Singapore
Date: 2023
Publisher: University of Calgary
Date: 2017
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Zenodo
Date: 2020
Publisher: Begell House
Date: 2021
DOI: 10.1615/INTJINNOVONLINEEDU.2022041609
Abstract: In this case study research, we examined graduate student experiences with research-based learning in an online course-based master's degree in education at a Canadian university. Data were gathered during two sequential phases, starting with exit surveys and then interviews with graduates from the master of education program. Findings indicated the way students were grouped and progressed through their courses in cohorts and using a signature pedagogy called collaboratories of practice, where students were provided with opportunities to engage in field-focused inquiry online alongside their peers and with guided support from their instructor, which served to support students with continuity throughout their program and with support for developing and applying research-based learning skills. Participants described the cohort structure and signature pedagogy as key elements that contributed to their research-based learning experiences. These findings are consistent with earlier results from studying two previous cohorts of postgraduate students. Study results serve to inform scholarship and program designs for research-based learning in course-based, online master's degree programs. More broadly, the results will also benefit faculties and institutions developing structural supports and pedagogies for new online courses and program offerings.
Publisher: Springer International Publishing
Date: 2022
DOI: 10.1007/978-3-030-83255-1_30
Abstract: Institutions are placing increased emphasis on the importance of academic integrity. Suffusing a culture of integrity is complex work. Influencing academic cultures (including the shared norms, values, behaviours and assumptions we hold) requires impact across multiple organization levels, stakeholders, structures and systems. These dimensions can be influenced by working with in idual instructors, learners and staff (micro), across departments, faculties, networks and working groups (meso), through to the institution (macro), and disciplinary, national and international levels (mega). Akin to nurturing strong teaching and learning cultures communities and practices, institutions tend to support change at the institutional (vision, policies, structures) and in idual levels (targeted programs to develop expertise). Less focus has been placed on how we establish strong networks of support and knowledge-sharing to influence decision-making, action, and change at the meso and mega levels. In this chapter we offer an institutional self-study of academic integrity through a scholarship of teaching and learning (SoTL) lens. Informed by the 4M (micro, meso, macro, mega) framework, we examine how integrity is upheld and enacted at each level. We examine both formal and informal approaches to academic integrity, looking at how a systematic, multi-stakeholder networked approach has helped to establish a culture of integrity at our institution, and make recommendations for others, wishing to do the same.
Publisher: Springer International Publishing
Date: 2022
DOI: 10.1007/978-3-030-83255-1_31
Abstract: In the conclusion to this edited volume, we highlight key themes from the book, making reference to the particular chapters that address them. We discuss the symbolic importance of the work by situating previous work and celebrating milestones related to academic integrity in Canada. We acknowledge the limitations of the book and offer recommendations for future directions for research, practice, and policy.
Publisher: Springer International Publishing
Date: 2022
DOI: 10.1007/978-3-030-83255-1_32
Abstract: Correction to: S. E. Eaton and J. Christensen Hughes (eds.), Academic Integrity in Canada , Ethics and Integrity in Educational Contexts 1, 0.1007/978-3-030-83255-1
Publisher: University of Calgary
Date: 2015
Publisher: SAGE Publications
Date: 23-12-2020
Abstract: We examined 45 academic integrity policy documents from 24 publicly-funded universities in Canada’s four western provinces using a qualitative research design. We extracted data related to 5 core elements of exemplary academic integrity policy (i.e., access, detail, responsibility, approach, support). Most documents pointed to punitive approaches for academic misconduct and were based on the notion that academic misconduct results from a lack of morals. One university used the term “contract cheating,” although nearly all categorized the outsourcing of academic work as plagiarism. Details about educational resources and supports to increase student and staff understanding of academic integrity and prevention of academic misconduct were sparse. This study signals the continuing punitive nature of academic integrity policies in western Canadian universities, the reluctance to address contract cheating directly, and the need to revise policies with deeper consideration of educative approaches to academic integrity that support students and academic staff.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer International Publishing
Date: 2022
DOI: 10.1007/978-3-030-83255-1_1
Abstract: In this chapter we discuss the development of academic integrity in Canada. We begin by offering insights into how provincial and territorial educational governance and policy structures have affected academic integrity in Canada, compared to other countries, such as the United States. In particular, we discuss why it may not make sense for Canadian schools to try to adopt the American honour code model. We explore the evolution of higher education in Canada, highlighting the earliest incidents of academic misconduct on record as well as the development of academic integrity scholarship, focusing on significant contributions and its impact over time. In particular, we draw attention to the emergence of policies, practices, associations, and networks intended to help Canada’s higher educational institutions develop and strengthen cultures of integrity. Following, we discuss how the academic integrity landscape has shifted, noting recent trends such as the rise of contract cheating. We conclude with a call to action for more enhanced support for academic integrity scholarship to support advocacy, policy, and practice.
Publisher: Hindawi Limited
Date: 21-09-2021
DOI: 10.1155/2021/4834860
Abstract: Text-matching software has been used widely in higher education to reduce student plagiarism and support the development of students’ writing skills. This scoping review provides insights into the extant literature relating to commercial text-matching software (TMS) (e.g., Turnitin) use in postsecondary institutions. Our primary research question was “How is text-matching software used in postsecondary contexts?” Using a scoping review method, we searched 14 databases to find peer-reviewed literature about the use of TMS among postsecondary students. In total, 129 articles were included in the final synthesis, which comprised of data extraction, quality appraisal, and the identification of exemplar articles. We highlight evidence about how TMS is used for teaching and learning purposes to support student success at the undergraduate and graduate levels.
Publisher: SensePublishers
Date: 2013
Publisher: Springer Science and Business Media LLC
Date: 28-08-2019
Publisher: Springer Science and Business Media LLC
Date: 12-2019
DOI: 10.1007/S40979-019-0046-0
Abstract: This paper explores contract cheating from the perspectives of researchers at three post-secondary institutions in Alberta, Canada, describing their efforts to develop and advance awareness of, interventions against, and responses to contract cheating at their respective institutions. Contract cheating is when a third party produces or completes academic work for a student, and the student then presents the work as their own. The student might have personal connections to the third party, or the student might pay a fee and outsource the academic work to the third party. All three institutions are experiencing an increase in the incidence of contract cheating, which is consistent with trends at colleges and universities across Canada and the world. Contract cheating is not a new phenomenon, but it is a growing one, due in part to students having access to thousands of online companies offering to help them with their academic work. This paper examines personal narratives from four researchers and identifies five key themes: types of contract cheating, students, awareness, evidence and policy implications, and educational development.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Wiley
Date: 06-04-2020
DOI: 10.1002/BERJ.3623
Publisher: Springer Science and Business Media LLC
Date: 25-07-2018
Publisher: Springer Science and Business Media LLC
Date: 17-01-2017
Publisher: Springer International Publishing
Date: 2022
DOI: 10.1007/978-3-030-83255-1_4
Abstract: When people hear the term “academic misconduct”, student cheating often comes to mind. In this chapter we provide a broader perspective, presenting formal definitions of the terms academic integrity and academic misconduct, arguing that such concepts should apply to all members of the academy. Unfortunately, research conducted in the UK and the US suggests that faculty and administrators engage in misconduct and unethical practice, in research as well as other domains. Here we review policy changes in Canada’s approach to dealing with research misconduct, with the aim of strengthening “Canada’s research integrity system” (HAL in Innov Policy Econ, 2009, i). We also present public accounts of academic transgressions by Canadian faculty and administrators, with a primary focus on research misconduct. A query of Retraction Watch found 321 retractions involving academics working in Canadian higher education institutions during the years 2010–2020. Articles in the press are then used to further highlight incidents of academic fraud and plagiarism, as well as questionable practices in student supervision, hiring practices, international student recruitment, and inappropriate interpersonal relationships. We conclude by calling for a comprehensive study of academic misconduct by faculty and administrators at Canadian higher education institutions as well as an assessment of how well the changes to Canada’s policies on research misconduct are working, particularly with respect to public disclosure.
Publisher: Springer International Publishing
Date: 2022
DOI: 10.1007/978-3-030-83255-1_3
Abstract: Academic misconduct in Canada is a growing and complex concern, worthy of increased attention and concerted action. Yet, the press appears to be more actively engaged (at least more vocal) in raising concerns about integrity violations than many in our post-secondary institutions. This chapter presents a synopsis of the seminal work by Christensen Hughes and McCabe (in the Canadian Journal of Higher Education 36: 1–21, 2006), followed by an exploration of its treatment by the press—in particular MacLean’s magazine—following its release. We also present select stories of student misconduct as reported by the Canadian press from 2010 to 2020. From a review of these contributions, we suggest that misconduct in the academy appears to be growing in complexity, severity and by the variety of third-party stakeholders involved. Types of cheating identified in this review include: the use of wearable, wireless high-tech devices for communicating with accomplices paying (bribing) TAs for answers and inflated grades exam impersonation plagiarism and contract cheating (customized essay buying from freelance writers and essay sweatshops). Explanations provided in the press for these behaviours, include increasing numbers of international students, the proliferation of contract cheating services, and increased use of on-line assessment, resulting from the Covid-19 pandemic. The chapter concludes with a call to action, for all post-secondary institutions, to a greater commitment to academic integrity, including stepping up efforts to educate faculty and students as well as to embrace innovation in assessment design and invigilation practice. We also suggest advocacy for introducing laws that will help to deter contract cheating services.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer International Publishing
Date: 2022
DOI: 10.1007/978-3-030-83255-1_8
Abstract: In this chapter I present an overview of contract cheating in Canada over half a century, from 1970 to the early 2020s. I offer details about a failed attempt at legislation to make ghostwritten essays and exams illegal in Ontario in 1972. Then, I highlight a 1989 criminal case, noted as being the first of its kind in Canada, and possibly the Commonwealth, in which an essay mill owner and his wife were charged with fraud and conspiracy. The case was dismissed by the judge, leaving the contract cheating industry to flourish, which it has done. I synthesize the scant empirical data available for Canada and offer an educated estimate of the prevalence of contract cheating. Finally, I conclude with a call to action for educators, advocates, and policy makers. I conclude with a call to action for Canadians to take a stronger stance against contract cheating.
No related grants have been discovered for Sarah Elaine Eaton.