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Instructional Design Recommendations...

Leiste, Sara.

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Instructional Design Recommendations for Preventing Academic Dishonesty in Online Courses: A Delphi Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Instructional Design Recommendations for Preventing Academic Dishonesty in Online Courses: A Delphi Study./
Author:	Leiste, Sara.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	165 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-09, Section: A.
Contained By:	Dissertations Abstracts International81-09A.
Subject:	Instructional design. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27738242
ISBN:	9781392779286

Instructional Design Recommendations for Preventing Academic Dishonesty in Online Courses: A Delphi Study.
Leiste, Sara.

Instructional Design Recommendations for Preventing Academic Dishonesty in Online Courses: A Delphi Study. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 165 p.

Source: Dissertations Abstracts International, Volume: 81-09, Section: A.

Thesis (D.Ed.)--Capella University, 2020.

This item must not be sold to any third party vendors.

The problem of online plagiarism has not received the attention it merits. This study focused on how instructional design can influence online education to address the problem of academic dishonesty. Specifically, it focuses on preventing academic dishonesty rather than on detection and punishment. Once learners have been accused of plagiarism, they are less receptive to learning about academic honesty. The research question was, what is the expert consensus on instructional design practices for preventing plagiarism in online undergraduate education? The literature review found that there has been much speculation on how instructional design can prevent plagiarism. The literature emphasizes detection and punishment, rather than prevention of plagiarism. With regard to prevention, the primary methods discussed in the literature are honor policies and honor codes. The existing literature does provide insight into the characteristics of learners who commit academic dishonesty, current instructional and institutional approaches to academic honesty, and existing prevention methods. This study was a three-round Delphi study. A panel of experts with backgrounds in either instructional design or academic honesty was recruited. The panelists completed the three Delphi instruments using the Qualtrics online platform. They ranked the importance of each statement and suggested additional statements to include in subsequent rounds. Over the course of three rounds, consensus was reached on most statements. Consensus was measured using the statistics of interquartile range and interquartile deviation. The result was a set of guidelines for instructional design practices to prevent plagiarism. These guidelines can be used in the development of undergraduate courses. They may also be incorporated into instructional design models.

ISBN: 9781392779286Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Academic dishonesty

Instructional Design Recommendations for Preventing Academic Dishonesty in Online Courses: A Delphi Study.
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520 $a The problem of online plagiarism has not received the attention it merits. This study focused on how instructional design can influence online education to address the problem of academic dishonesty. Specifically, it focuses on preventing academic dishonesty rather than on detection and punishment. Once learners have been accused of plagiarism, they are less receptive to learning about academic honesty. The research question was, what is the expert consensus on instructional design practices for preventing plagiarism in online undergraduate education? The literature review found that there has been much speculation on how instructional design can prevent plagiarism. The literature emphasizes detection and punishment, rather than prevention of plagiarism. With regard to prevention, the primary methods discussed in the literature are honor policies and honor codes. The existing literature does provide insight into the characteristics of learners who commit academic dishonesty, current instructional and institutional approaches to academic honesty, and existing prevention methods. This study was a three-round Delphi study. A panel of experts with backgrounds in either instructional design or academic honesty was recruited. The panelists completed the three Delphi instruments using the Qualtrics online platform. They ranked the importance of each statement and suggested additional statements to include in subsequent rounds. Over the course of three rounds, consensus was reached on most statements. Consensus was measured using the statistics of interquartile range and interquartile deviation. The result was a set of guidelines for instructional design practices to prevent plagiarism. These guidelines can be used in the development of undergraduate courses. They may also be incorporated into instructional design models.
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