Academic writing in teaching research integrity.

Autor/inn/en	Dagarin Fojkar, Mateja; Bercnik, Sanja
Titel	Academic writing in teaching research integrity. Paralleltitel: Akademsko pisanje pri poucevanju raziskovalne integritete.
Quelle	In: CEPS journal, 13 (2023) 3, S. 129-154Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:27851 10.26529/cepsj.1602
URN	urn:nbn:de:0111-pedocs-278516
Schlagwörter	Evaluation; Niederlande; Slowenien; Student; Wissenschaftliches Arbeiten; Wissenschaftsethik; Evaluation; Textproduktion; Wissenschaftlicher Text; Integrität; Textproduktion; Schreibkompetenz; Wissenschaftliches Arbeiten; Bachelor-Studiengang; Wissenschaftliches Schreiben; Wissenschaftsethik; Integrität; Online-Kurs; Wissenschaftlicher Text; Student; Niederlande; Slowenien; Tschechische Republik
Abstract	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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1