Abstract:

One of the common conclusions in the academic integrity literature is that the behaviour which violates academic integrity is on the constant rise, which some authors link to the possibilities provided by new technologies especially the Internet (Harding et al., 2001; Howard and Davies, 2009; Towneley and Parsell, 2004; Strom and Strom, 2007; Rogerson and McCarthy, 2017). Therefore, previous scholarly work (Gambil, 2003; Bertram Gallant, 2008; Curtis et al., 2013; Chertok et al., 2013) focused particularly on various tools that can prevent academic dishonesty among students including the effective communication, disciplinary policies and procedures, honour codes, academic integrity education activities, etc.

Academic integrity education activities can take various forms such as the creation of websites with academic integrity information, the hosting of academic integrity workshops, individual courses on academic integrity, e-learning tutorials, etc. (Dee and Jacob, 2012; Hodgkinson et al., 2016; Stagg et al., 2013). However, as stated by Benson et al. (2019) in literature so far very little attention has been payed to the role of e-learning tutorials in preventing academic misconduct. E-learning tutorials mostly consist of modules, including on-line lectures, presentations and quizzes helping students to improve their understanding of the topic. According to Clark (1994) these tutorials are as effective as face-to-face lectures in promoting culture of academic integrity amongst the students. Taking in consideration the convenience of these tools (can be accessed from everywhere), possibility to devote more time to the topic then through general face-to-face courses and (almost) unlimited reach when it comes to students’ participation, the e-learning tutorials might represent a valuable asset in combating plagiarism and academic dishonesty. Thus, the question that arises logically is how e-learning tutorials can help higher education institution prevent students to behave in non-academic manner.

In order to provide answer regarding the link between academic integrity and e-learning tutorials, we worked on the sample of more than 500 Montenegrin students. The global problem regarding the academic integrity has triggered Montenegrin institutions to devote considerable efforts in preventing academic dishonesty especially over the last several years. Accordingly, Montenegro is the first country that has adopted the Law on Academic Integrity starting in 2019. In addition, University of Montenegro, which is the largest higher institution in the country enrolling around 80% of student population, has created the e-learning tutorial for students aiming to promote academic integrity culture. Hence, this represents a fascinating context for understanding academic integrity amongst the new generation of Montenegrins and possibility to explore whether e-learning tutorials ca be considered as a tool for boosting academic integrity. Using both quantitative and qualitative methods and relying on the survey of over 500 students we aim to comprehend reach, usefulness and efficiency of e-learning tutorials in changing attitudes towards academic integrity and preventing academic dishonesty amongst students.

Keywords:

Academic Integrity, e-learning Tutorial, Quantitative and Qualitative methods, Montenegro.