Abstract
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.
Similar content being viewed by others
References
Allen, T., McManus, S. E., & Russell, J. E. A. (1999). Newcomer socialization and stress: Formal peer relationships as a source of support. Journal of Vocational Behavior, 54, 453–470.
Baetz, M., Wood, E., Zivcakova, L., Nosko, A., De Pasquale, D., & Archer, K. (2011). Encouraging active classroom discussion of academic integrity and misconduct in higher education business contexts. Journal of Academic Ethics, 9(3), 217–234.
Balfakih, N. M. A. (2003). The effectiveness of Student Team-Achievement Division (STAD) for teaching high school chemistry in the United Arab Emirates. International Journal of Science Education, 25(5), 605–624.
Bean, D. F., & Bernardi, R. A. (2005). Accounting ethics courses: A professional necessity. CPA Journal, 75(12), 64–65.
Bertram Gallant, T., & Drinan, P. (2008). Toward a model of academic integrity institutionalization: Informing practice in postsecondary education. The Canadian Journal of Higher Education, 38(2), 25–44.
Black, C. (2010). The dynamic classroom: Engaging students in higher education. Madison: Atwood Publishing.
Boehm, P. J., Justice, M., & Weeks, S. (2009). Promoting academic integrity in a higher education context. The Community College Enterprise, 15(1), 45–61.
Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks: Sage.
Brown, C. A., & McIlroy, K. (2011). Group work in healthcare students’ education: What do we think we are doing? Assessment & Evaluation in Higher Education, 36(6), 687–699.
Buff, C. L., & Yonkers, V. (2005). Using student generated codes of conduct in the classroom to reinforce business ethics education. Journal of Business Ethics, 61(2), 101–110.
Campbell, T. A., & Campbell, D. E. (1997). Faculty/student mentor program: Effects on academic performance and retention. Research in Higher Education, 38, 727–742.
Chang, H. P., & Lederman, N. G. (1994). The effects of levels of cooperation within physical science laboratory groups on physical science achievement. Journal of Research in Science Teaching, 31(2), 167–181.
Chapman, H. (2005). Towards effective group-work in nurse education. Nurse Education Today, 26, 298–303.
Christensen Hughes, J. M., & McCabe, D. L. (2006). Academic misconduct within higher education in Canada. The Canadian Journal of Higher Education, 2, 1–21.
Compton, J., & Pfau, M. (2008). Inoculating against pro-plagiarism justifications: Rational and affective strategies. Journal of Applied Communication Research, 36(1), 98–119.
Fraser, S. C., Beaman, A. L., Diener, E., & Kelem, R. T. (1977). Two, three, or four heads are better than one: Modification of college performance by peer monitoring. Journal of Educational Psychology, 69(2), 101–108.
Gillies, R. M. (2003). The behaviors, interactions, and perceptions of junior high school students during small-group learning. Journal of Educational Psychology, 95(1), 137–147.
Gillies, R. M. (2008). The effects of cooperative learning on junior high school students’ behaviours, discourse and learning during a science-based learning activity. School Psychology International, 29(3), 328–347.
Goldschmid, B., & Goldschmid, M. (1976). Peer teaching in higher education: A review. Higher Education, 5, 9–33.
Hendershott, A., Drinan, P., & Cross, M. (2000). Toward enhancing a culture of academic integrity. NASPA Journal, 37(4), 587–593.
Kidwell, L. A., & Kent, J. (2008). Integrity at a distance: A study of academic misconduct among university students on and off campus. Accounting Education: An International Journal, 17, S3–S16.
King, A. (1995). Cognitive strategies for learning from direct teaching. In E. Wood, V. E. Woloshyn, & T. Willoughby (Eds.), Cognitive strategy instruction for middle and high schools (pp. 18–65). Cambridge: Brookline.
Kisamore, J. L., Stone, T. H., & Jawahar, I. M. (2007). Academic integrity: The relationship between individual and situational factors on misconduct contemplation. Journal of Business Ethics, 75, 381–394.
Leidenfrost, B., Strassnig, B., Schabmann, A., Spiel, C., & Carbon, C. C. (2011). Peer mentoring styles and their contribution to academic success among mentees: A person-oriented study in higher education. Mentoring & Tutoring: Partnership in Learning, 19(3), 347–364.
Nordberg, D. (2008). Group projects: More learning? less fair? a conundrum in assessing postgraduate business education. Assessment & Evaluation in Higher Education, 33(5), 481–492.
Payne, B., Monk-Turner, E., Smith, D., & Sumter, M. (2006). Improving group work: Voices of students. Education, 126, 441–448.
Polonsky, M. J. (1998). Incorporating ethics into business students’ research projects: A process approach. Journal of Business Ethics, 17(11), 1227–1241.
Postholm, M. (2008). Group work as a learning situation: A qualitative study of a university classroom. Teachers and Teaching, 14, 143–155.
Sahin, T. Y. (2003). Student teachers’ perceptions of instructional technology: Developing materials based on a constructivist approach. British Journal of Educational Technology, 34, 67–74.
Sherman, L. W., & Thomas, M. (1986). Mathematics achievement in cooperative versus individualistic goal-structured high school classrooms. The Journal of Educational Research, 79, 169–172.
Sims, R. R. (2004). Business ethics teaching: Using conversational learning to build an effective classroom environment. Journal of Business Ethics, 49, 201–211.
Slavin, R. E. (1990). Research on cooperative learning: Consensus and controversy. Educational Leadership, 47(4), 52–54.
Soto, J. G., Anand, S., & McGee, E. (2004). Plagiarism avoidance: An empirical study examining teaching strategies. Journal of College Science Teaching, 33, 42–48.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park: Sage.
Topping, K. J. (2005). Trends in peer learning. Education Psychology, 25(6), 631–645.
Topping, K. J., Thurston, A., Tolmie, A., Christie, D., Murray, P., & Karagiannidou, E. (2011). Cooperative learning in science: Intervention in the secondary school. Research in Science & Technological Education, 29(1), 91–106.
Wecker, C., & Fischer, F. (2011). From guided to self-regulated performance of domain-general skills: The role of peer monitoring during the fading of instructional scripts. Learning and Instruction, 21(6), 746–756.
Author information
Authors and Affiliations
Corresponding author
About this article
Cite this article
Zivcakova, L., Wood, E., Forsyth, G. et al. Examining the Impact of Dons Providing Peer Instruction for Academic Integrity: Dons’ and Students’ Perspectives. J Acad Ethics 10, 137–150 (2012). https://doi.org/10.1007/s10805-012-9153-8
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10805-012-9153-8