All E-tutors must be trained to support students after the official closure of registration and before examinations are set. The article’s frame of reference was informed by Mezirow’s transformative learning theory which is aligned to critical theory (Mezirow 2009).FindingsFindings were based on the following: Demographic information, markers’ experiences in marking assignments and exam books, content knowledge, markers’ meetings, duration of marking assignments and examination books as well as students support, and suggestions are the themes that emerged from the data that was gathered.OriginalityIt is recommended that the university must develop a policy for external markers for marking assignments and examinations of undergraduate program. Colaizzi’s method (1978) was used to analyze and interpret data. MethodologyQualitative method of research was used to gather data. PurposeThe present study explored experiences of former markers of undergraduate assignments and examinations at the University of South Africa (Unisa). I end by offering suggestions for how institutionalisation could occur. Flowing from that larger project, I argue in this paper that there has not yet been institutionalisation of academic integrity at this university. I interviewed twenty-eight academics and academic managers and analysed sixty-six documents, as well as 3 383 student disciplinary records. Due to this concern about academic integrity, especially in view of the changes brought about by COVID-19, I launched a research project that aimed to holistically understand how academics understand and teach academic integrity and institutional policies around academic integrity, and how these policies are employed through analysing five years’ worth of student disciplinary records at a distance education university. Research dating back to the 1960s shows students self-reporting cheating, and with the advent of more online education, concerns about the integrity of degrees have become even more widespread. Academic integrity is an ongoing concern in higher education.
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