Turn-it-out? Reframing the Academic Integrity Conversation in Online Legal Education

Abstract

The challenge of academic integrity in online study is not a new phenomenon. For undergraduate law students, a finding of academic misconduct is especially serious, having ramifications for student eligibility to be admitted to legal practice. To date, higher education strategies to address plagiarism, contract cheating, and collusion have predominantly focused on detection methodology / technology via assessment. Reconceptualising the challenge of academic integrity in online learning requires an iterative understanding of the motivations of online learners, informed by the unique engagement challenges associated with adult online learning.  Arguably, the ‘battle’ for integrity can never be won via increased detection and punitive measures; rather a focus on fostering student desire to act with integrity, by helping learners to connect academic integrity with their emerging professional identity is key. This connection must be supported by profession-facing teaching and assessment design, with facilitated learning relationships that build skills and confidence.