Collaborative case-based learning process in research ethics

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dc.contributor.author Tammeleht, Anu
dc.contributor.author Rodriguez-Triana, Maria Jesus
dc.contributor.author Koort, Kairi
dc.contributor.author Lofstrom, Erika
dc.date.accessioned 2019-11-11T07:58:01Z
dc.date.available 2019-11-11T07:58:01Z
dc.date.issued 2019-12
dc.identifier.citation Tammeleht , A , Rodriguez-Triana , M J , Koort , K & Lofstrom , E 2019 , ' Collaborative case-based learning process in research ethics ' , International journal for educational integrity , vol. 15 , no. 1 , 6 . https://doi.org/10.1007/s40979-019-0043-3
dc.identifier.other PURE: 128041719
dc.identifier.other PURE UUID: 530cb4b0-c545-49cc-8c1c-d9db4d578764
dc.identifier.other WOS: 000492407100001
dc.identifier.other ORCID: /0000-0002-0838-9626/work/64663805
dc.identifier.other ORCID: /0000-0001-6467-2058/work/91249858
dc.identifier.uri http://hdl.handle.net/10138/306850
dc.description.abstract The increasing concern about ethics and integrity in research communities has brought attention to how students and junior academics can be trained on this regard. Moreover, it is known that ethical behaviour and integrity not only involve individual but also group norms and considerations. Thus, through action research and participant observation, this research investigates the learning processes through which 64 students collaboratively develop research ethics and integrity competencies. The aim was to understand how bachelor, master and PhD students approach ethical dilemma cases through a collaborative process. The data consisted of recorded group work on ethics cases, student group reports, and post-training questionnaires. Later, the analyses considered groups as the unit of analysis. These data were analysed through content analysis utilizing the SOLO taxonomy to identify levels of understanding and assess evolvement of ethical sensitivity during a casebased training session. The results show that all groups reached the level of understanding where the groups demonstrated that concepts had been understood appropriately, but occasionally struggled to make connections between them. Students perceived working collaboratively as beneficial. The results help teachers of research ethics and integrity to make pedagogically justified choices in their teaching. Drawing on the results of this study, we propose a tool for the formative assessment of student learning of research ethics and integrity. en
dc.format.extent 22
dc.language.iso eng
dc.relation.ispartof International journal for educational integrity
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject Ethics
dc.subject Integrity
dc.subject Ethics competencies
dc.subject Case-based learning
dc.subject Collaboration
dc.subject Learning process
dc.subject SENSITIVITY
dc.subject CONCEPTIONS
dc.subject PSYCHOLOGY
dc.subject INTEGRITY
dc.subject AWARENESS
dc.subject 516 Educational sciences
dc.title Collaborative case-based learning process in research ethics en
dc.type Article
dc.contributor.organization Department of Education
dc.contributor.organization Education of Education
dc.contributor.organization Sari Lindblom-Ylänne
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1007/s40979-019-0043-3
dc.relation.issn 1833-2595
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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