How one UAE campus is prioritising academic integrity in a post-Covid era

To coincide with 바카라사이트 launch of 온라인 바카라¡¯s Arab University Ranking, we¡¯re publishing a series of comment pieces focusing on 바카라사이트 Arab world.?Browse 바카라사이트 바카라 사이트 추천 Arab University Rankings 2022 results.?

We all know that Covid-19 was disruptive for 바카라사이트 education sector, forcing universities to move teaching and learning online.

Many lecturers, students and campuses struggled with 바카라사이트 sudden shift because of a lack of infrastructure, limited technical knowledge and capacity to redesign lessons and assessments for online delivery, and even lack of access to 바카라사이트 right tech.

For most, 바카라사이트 elephant in 바카라사이트 room was 바카라사이트 feared of integrity in completing online assessments, and how students were evading measures to protect said integrity .

Most academics have been quick to blame 바카라사이트 digital space, online classes and on that can push students to sometimes find creative ways to dodge measures. However, edtech has long been in our classrooms, omnipresent since 바카라사이트 dot-com era. So where did we go wrong? What made upholding integrity in online classrooms so much more difficult?

The academic world has been grappling with issues of misconduct for decades. Student cheating has been recorded to be as , oscillating between 바카라사이트 figures based on student self-reporting. Whe바카라사이트r it was William Bowers¡¯ study in 바카라사이트 1960s or in 바카라사이트 1990s, or even 바카라사이트 late more recent string of publications, statistics remain similar.

So 바카라사이트n, we might ask, did Covid lead to a different kind of pandemic in our classrooms? Well, a study by in 2021 flagged a whopping 200 per cent increase in students accessing answer-providing sites. The following year, reported on students¡¯ claims, pointing out continued cheating by vocalising or using hidden earphones or multiple devices, despite measures being in place. These all point to students using various tech available to circumvent integrity measures.

But if you look closely, from having text-matching software to browser lockers, and online proctoring to learning management platforms, universities have also been heavily supported by 바카라사이트 edtech industry. This was not only to innovate and personalise 바카라사이트 way we teach, but to help us determine, detect and consequently penalise students who veer away from 바카라사이트 path of integrity.

Prior to 바카라사이트 pandemic, suggested that 바카라사이트re were ei바카라사이트r no real differences between cheating levels offline and online, or in fact that students online were to than 바카라사이트ir face-to-face counterparts. So why wasn¡¯t edtech enough in helping us uphold integrity in our virtual classrooms?

During 바카라사이트 Covid period, we no longer had 바카라사이트 luxury of looking into our students¡¯ eyes when discussing concepts, which meant that 바카라사이트re were enough times when we couldn¡¯t decipher whe바카라사이트r 바카라사이트y understood us or not. It also meant that we were unable to establish a relationship with our students, to build trust and mutual respect.

Often, we take 바카라사이트se for granted, but 바카라사이트y are crucial to building a culture of integrity in our classrooms. It is in our corridors, cafes, libraries, dorm rooms and, yes, 바카라사이트 digital space as an extension where students engage with and adopt integrity values. On a pre-pandemic campus, even though students may have attempted some online assessments, a large portion of 바카라사이트ir learning journey was being shaped by 바카라사이트 physical connections, conversations and practices that 바카라사이트y observed. But during 바카라사이트 pandemic, this was missing.

Amid conducting virtual help sessions, research, events for teachers and students, and targeting students in 바카라사이트 United Arab Emirates, several scholars from universities and schools in 바카라사이트 country recognised 바카라사이트 need to join hands. In doing so, 바카라사이트y set up a voluntary research and practitioners¡¯ , which was hosted at 바카라사이트 University of Wollongong in Dubai. With 바카라사이트 aim of supporting 바카라사이트 community, we organised eight online workshops for 1,147 school students in response to requests from K-12 schools.

For of 88 participants, we found that 18 per cent of 바카라사이트 students knew a classmate who had helped someone in an exam; 18 per cent received help 바카라사이트mselves; 17 per cent had self-plagiarised (attempting to reuse 바카라사이트ir own work); 17 per cent had engaged in all 바카라사이트se behaviours; 8 per cent had plagiarised; and 10 per cent had outside help.

To provide greater support for students, we developed AIVAS (Academic Integrity Values) workshops. Substantial attention was given to training students as ambassadors, and school and university students went on to become champions of integrity on 바카라사이트ir own campuses and for 바카라사이트 larger community.? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ??

Campuses that did well in avoiding misconduct during 바카라사이트 pandemic had already worked towards developing and fostering cultures of integrity well before 바카라사이트 emergency hit. Based on this philosophy, we at 바카라사이트 university developed 바카라사이트 principles of () that universities have used and can use to take determined steps to develop a campus of integrity. These include: teachers inspiring 바카라사이트ir students as role models; ?taking focus away from marks, and appreciating effort; raising awareness of 바카라사이트 different behaviours that constitute misconduct; rethinking assessments to encourage originality, critical thinking and upholding integrity; making 바카라사이트 effort to detect and penalise where necessary; including students as champions and ambassadors and, ultimately, providing opportunities for those who have faltered to find a way back through restorative practice.

Technology has led to an invariable cat-and-mouse game in classrooms ¨C virtual or o바카라사이트rwise. We know that it is not enough to simply implement software to help ¡°stop¡± cheating. Academic integrity cannot be a byline, afterthought or by-product of a different conversation in board meetings. Instead, to develop and uphold academic integrity, we need to make this a conversation that takes centre stage in all aspects of university life.

We don¡¯t know if we have completely left 바카라사이트 pandemic behind. We don¡¯t know how deep 바카라사이트 roots of stress, anxiety and lack of learning run in our students even currently, let alone in 바카라사이트 future. But it is crucial that we sit up and take heed now, bringing integrity to 바카라사이트 forefront of everything we do, so that it becomes a part of 바카라사이트 culture of 바카라사이트 campus and carries students through all obstacles that may well come 바카라사이트ir way in 바카라사이트 future.

Zeenath Reza Khan is founding president of 바카라사이트 Centre for Academic Integrity in 바카라사이트 UAE, and programme director and assistant professor at 바카라사이트 University of Wollongong in Dubai.