My ARP is titled “Managing Academic Integrity Within Post-Secondary Online Education”. To provide you with some context, my overarching research question is: What factors should be considered in order to create a post-secondary online environment with academic integrity?
There are three theoretical frameworks I am looking at further exploring: the Social Cognitive Theory, the Self-Efficacy Theory, and the Community of Inquiry Framework. Academic integrity is not a new concept for educators. However, with the rise of technology in post-secondary education, it is important to consider the impact technology is having on academic integrity. The ability to access information is easier and faster than ever, making this issue surrounding academic integrity more apparent.
The Social Cognitive Theory: Bandura’s Social Cognitive Theory (SCT) would be explored as the theoretical framework to understand students’ varying perceptions of and justification for cheating” (Burnett, Enyeart Smith, & Wessel, 2016).
The Self-Efficacy Theory: Bandura’s theory of Self-Efficacy is based on one’s own beliefs and their ability to succeed. This theory would be explored as a predictor of academic integrity (Baran & Jonason, 2020).
The Community of Inquiry Framework: The Community of Inquiry (CoI) Framework would be explored in order to understand the link between CoI, or the quality of course, and academic integrity (Garrison, 2013).
Questions Regarding Frameworks:
- Are the SCT, Self-Efficacy theory, and CoI appropriate theories and frameworks in reference to my research question?
- Do you see the opportunity to implement the use of other theories to aid in creating an online post-secondary environment with academic integrity?
Thank you for your time and I look forward to seeing your comments and feedback.
Baran, L., & Jonason, P. (2020, August 31). Academic dishonesty among university students: The roles of the psychopathy, motivation, and self-efficacy. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7458306/
Burnett, A.J., Enyeart Smith, T.M. & Wessel, M.T. (2016). Use of the Social Cognitive Theory to Frame University Students’ Perceptions of Cheating. J Acad Ethics 14, 49–69. https://doi.org/10.1007/s10805-015-9252-4
Garrison, D. R. (2013). Theoretical foundations and epistemological insights of the community of inquiry. In Akyol, Z., & Garrison, D. R. (Eds.), Educational Communities of Inquiry: Theoretical Framework, Research and Practice (pp. 1-11). http://doi:10.4018/978-1-4666-2110-7.ch001