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Peer-Based Interventions on Academic Integrity: Assessing Immediate and Long Term Learning

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Abstract

The current study extends previous literature regarding the effectiveness of learning about academic integrity through peer instruction by assessing the impact of a peer instructional approach for actual and perceived learning gains over time. One trained residence don provided one interactive 30-min presentation covering four major aspects of academic integrity and misconduct (i.e., definition, detection, consequences, and importance of academic integrity) to groups of undergraduate students. In total, 192 participants attended the workshop and were surveyed for their knowledge of academic integrity immediately before the presentation, immediately after the presentation, and after a four week delay. Perceptions regarding the presentation also were assessed. Consistent with previous literature, results indicate perceived learning gains and preference for having an interactive presentation delivered by a residence don. In addition, actual gains in knowledge were found immediately after the presentation and gains remained evident over a four-week delay. Outcomes suggest that peer instruction is a viable and effective approach for educating students about academic integrity.

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Authors and Affiliations

  1. Psychology Department, Wilfrid Laurier University, Science Building N2006, 75 University Ave W, Waterloo, ON, N2L 3C5, Canada

    Preet K. Chauhan, Eileen Wood, Tarique Plummer & Gail Forsyth

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  1. Preet K. Chauhan
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  2. Eileen Wood
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  3. Tarique Plummer
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  4. Gail Forsyth
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Correspondence to Preet K. Chauhan.

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Chauhan, P.K., Wood, E., Plummer, T. et al. Peer-Based Interventions on Academic Integrity: Assessing Immediate and Long Term Learning. J Acad Ethics 16, 133–149 (2018). https://doi.org/10.1007/s10805-017-9296-8

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