Design research integrity courses around experiential, emotionally engaged engagement with concrete ethical problems¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 quant-synthesis), q3 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The article's practical recommendation is that RCR courses should engage learners experientially and emotionally with concrete ethical problems rather than relying on abstract deliberation. As the authors state, "A practical course orientation with an emphasis on experiential learning and an emotional engagement with ethical decision-making appears to be the best predictor of effective RCR education". Concrete implementations in the reviewed studies included role play, personal assessment plus coaching, and reading an interactive novel.

Design Implications¶

Context¶

Requirements¶

• Learners must be challenged to imagine how they would personally deal with ethically problematic situations in their area of research, addressing both cognitive and affective dimensions

Constraints¶

• No advantage of experiential learning was expected or found for promoting knowledge of concepts and codes; the number of employed teaching methods showed a significant negative effect

Target Learners¶

• high school students
• university students and professionals below doctoral level
• researchers and doctoral candidates

Target Learning Goals¶

• ethical sensitivity
• moral judgment
• attitudinal and behavioral learning

Claims¶

• A practical, experiential course emphasis is the best predictor of effective research integrity training across learning outcomes [+M]
• Not teaching ethical guidelines predicted better combined learning outcomes, while guideline coverage supported only knowledge [+W]
• Knowledge acquisition in RCR training benefits from individualized learning and application of ethical guidelines, and is hindered by mandatory status and purely theoretical emphasis [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Johannes Katsarov, Roberto Andorno, André Krom, Mariëtte van den Hoven. (2021). Effective Strategies for Research Integrity Training—a Meta-analysis. Educational Psychology Review (2022) 34:935–955. https://doi.org/10.1007/s10648-021-09630-9