Academic Writing in Teaching Research Integrity
The primary aim of this paper is to present the key elements that characterise online course design, addressing the process of designing, implementing, and evaluating an online course for Bachelor’s degree students that focuses on developing their academic writing skills. These skills are essential for university students as they provide the knowledge necessary to express themselves effectively, analyse texts, think critically, cite correctly, and avoid plagiarism. Academic writing is also the foundation for responsible research practice. The Research Integrity Competency Profile Model, which includes four main areas, namely values and principles, research practice, publication and dissemination, and violations, was created prior to the design of the course and the skills students need to acquire at the Bachelor’s level for successful academic writing were identified. A small private online course was carefully designed in 2020. It consisted of a variety of assignments, including interactive elements such as quizzes, videos, and work in international interdisciplinary groups. The participants of the course were 36 students from Slovenia, the Netherlands, and the Czech Republic. The course lasted four weeks and covered topics such as literature analysis, writing a research paper, avoiding plagiarism, paraphrasing, and citation styles, among others. The course was launched in 2021 for two consecutive instances. The participating students evaluated the course positively, describing the assignments as motivating, useful, and well-structured. However, they concluded that they need more practice in this area, and we suggest that a university course be established to provide all students with the necessary academic writing skills.
Amiti, F. (2020). Synchronous and asynchronous e-learning. European Journal of Open Education and E-learning Studies, 5(2), 60–70. http://dx.doi.org/10.46827/ejoe.v5i2.3313
Borg, E. (2000). Citation practices in academic writing. In P. Thompson (Ed.), Patterns and perspectives: Insights into EAP writing practice (pp. 26–42). Centre for Applied Language Studies.
Bui, S. (2022, February 13). What makes the completion rates of your online courses so low and how to improve them? E-Learning Industry. https://elearningindustry.com/what-makes-the-completion-rates-of-online-courses-so-low-andhow-improve-it
Camacho, N., Nam, H., Kannan, P. K., & Stremersch, S. (2019). Tournaments to crowdsource innovation: The role of moderator feedback and participation intensity. Journal of Marketing, 83(2), 138–157. https://doi.org/10.1177/0022242918809673
Carr-Chellman, A., & Duchastel, P. (2000). The ideal online course. British Journal of Educational Technology, 31(3), 229–241. https://doi.org/10.1111/1467-8535.00154
Castrillo, M. D. (2014). Language Teaching in MOOCs: The integral role of the instructor. In E. Martin-Monje & E. Barcena (Eds.), Language MOOCs: Providing learning, transcending boundaries (pp. 69–92). De Gruyter Open.
Celik, S. (2020). Building critical academic writing skills: The impact of instructor feedback on Turkish ELT graduate students. The Electronic Journal for English as a Second Language, 24(3), 1–18.
Chokwe, J. M. (2013). Factors impacting academic writing skills of English second language students. Mediterranean Journal of Social Sciences, 4(14), 377–383. https://doi.org/10.5901/mjss.2013.v4n14p377
Compton, L. K. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73–99. https://doi.org/10.1080/09588220802613831
Croxton, R. A. (2014). The role of interactivity in student satisfaction and persistence in online learning. Merlot Journal of Online Learning and Teaching, 10(2), 314–325.
David, D. R., & Anderson, C. E. (2022). The universal genre sphere: A curricular model integrating GBA and UDL to promote equitable academic writing instruction for EAL university students. Center for Educational Policy Studies Journal 12(4), 35–52. https://doi.org/10.26529/cepsj.1442
Elevate Online Academy (n.d.). ElevateHealth. https://elevatehealth.eu/
Gielen, G. (2016). Advantages and disadvantages of SPOCS: Experiences with online teaching. In Teixeira, A. M. (Ed.), European Distance and E-Learning Network Annual Conference: Re-imagining Learning Environments (pp. 105–111). European Distance and E-Learning Network.
Giossos, Y., Koutsouba, M., Lionarakis, A., & Skavantzos, K. (2009). Reconsidering Moore’s Transactional Distance Theory. European Journal of Open, Distance and E-learning, 2009(2), 1–6. https://files.eric.ed.gov/fulltext/EJ911768.pdf
Gradišek, P. (2012). Character strengths and life satisfaction of Slovenian in-service and pre-service 152 academic writing in teaching research integrity teachers. Center for Educational Policy Studies Journal 2(3), 167–180. https://doi.org/10.26529/cepsj.379
Guo, P. (2017). MOOC and SPOC, which one is better? EURASIA Journal of Mathematics Science and Technology Education 13(8), 5961–5967. https://doi.org/10.12973/eurasia.2017.01044a
Hampel, R. & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311–326. https://doi.org/10.1080/09588220500335455
Hawkins, A., Graham, C. R., Sudweeks, R. R., & Barbour, M. K. (2013). Academic performance, course completion rates, and student perception of the quality and frequency of interaction in a virtual high school. Distance Education, 34(1), 64–83. https://doi.org/10.1080/01587919.2013.770430
Huisman, B., Saab, N., van den Broek, P., & van Driel, J. (2018). The impact of formative peer feedback on higher education students academic writing: a meta-analysis. Assessment & Evaluation in Higher Education, 44(6), 863–880. https://doi.org/10.1080/02602938.2018.1545896
International Center for Academic Integrity [ICAI]. (2021). The Fundamental Values of Academic Integrity (3rd ed.). www.academicintegrity.org/the-fundamental-valuesof-academic-integrity
Kember, D. (2004). Interpreting student workload and the factors which shape students’ perceptions of their workload. Studies in Higher Education, 29(2), 165–184. https://doi.org/10.1080/0307507042000190778
Kim, S., & Kim, D.J. (2021). Structural relationship of key factors for student satisfaction and achievement in asynchronous online learning. Sustainability, 13, 6734. https://doi.org/10.3390/su13126734
Kreie, J., Johnson, S., & Lebsock, M. (2017). Course design and technology for synchronous interaction in an online course. Information Systems Educational Journal, 15(5), 60–67.
Lander, J. (2015). Building community in online discussion: A case study of moderator strategies. Linguistics and Education, 29, 107–120. https://doi.org/10.1016/j.linged.2014.08.007
MacArthur, C. A. & Graham, S. (2016). Writing research from a cognitive perspective. In C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed.) (pp. 24–40). The Guilford Press.
MarylandOnline Inc. (2011). Quality matters rubric standards 2011-2013 edition with assigned point values. https://www.qualitymatters.org/rubric
Nguyen, T. (2015). The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons. MERLOT Journal of Online Learning and Teaching, 11, 309–319.
Ozcan-Deniz, G. (2018). Accommodating independent study courses in the virtual world. [Paper presentation]. 2nd Scholarship of Teaching, Learning, and Assessment Conference, West Chester University, West Chester, Pennsylvania, USA. http://dx.doi.org/10.13140/RG.2.2.17926.27200
Pretz, K. (2014). Low completion rates for MOOCs. The Institute. http://theinstitute.ieee.org/ieee-roundup/opinions/ieee-roundup-low-completion-rates-for-moocs
Ramadhanti, D., Ghazali, A. S., Hasanah, M., & Harsiati, T. (2019). Students’ metacognitive weaknesses in academic writing: A preliminary research. International Journal of Emerging Technologies in Learning (iJET), 14(11), 41–57. https://doi.org/10.3991/ijet.v14i11.10213
Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1), 5–33.
Schillings, M., Roebertsen, H., Savelberg, H., & Dolmans, D. (2018). A review of educational dialogue strategies to improve academic writing skills. Active Learning in Higher Education, 24(2), 95–108. https://doi.org/10.1177/1469787418810663
Selan, J., Metljak, M., Berčnik, S., & Dagarin Fojkar, M. (2021). Competency Profile for Teaching and Learning Research Integrity. Pedagoška fakulteta, Univerza v Ljubljani.
Sewell, J.P., Frith, K.H., & Colvin, M. (2010). Online assessment strategies: A primer. MERLOT Journal of Online Learning and Teaching, 6(1), 297–305.
Smith, S. (2022, July 24). Academic writing. EAP Foundation. https://www.eapfoundation.com/writing/what/
Soffer, T. & Cohen, A. (2019). Students’ engagement characteristics predict success and completion of online courses. Journal of Computer Assisted Learning, 35(304), 378–389. https://doi.org/10.1111/jcal.12340
Song, D., Rice, M., & Oh, E. Y. (2019). Participation in online courses and interaction with a virtual agent. The International Review of Research in Open and Distributed Learning, 20(1), 43–62. https://doi.org/10.19173/irrodl.v20i1.3998
Sultan, N. (2013). British students’ academic writing: Can academia help improve the writing skills of tomorrow’s professionals? Industry and Higher Education, 27(2), 139–147. https://doi.org/10.5367/ihe.2013.0145
Trentin G. (2001). Designing Online Courses. In C.D. Maddux & D. Lamont Johnson (Eds.), The web in higher education: Assessing the impact and fulfilling the potential (pp. 47–66). The Haworth Press Inc.
Trzeciak, J., & Mackay, S.E. (1994). Study skills for academic writing. Prentice Hall.
Xi, L., & Li, G. (2020). Students’ sense of community and perspectives of taking synchronous and asynchronous online courses. Asian Journal of Distance Education, 15(1), 169–179.
In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.