Promotion of technological social responsibilities and academic integrity through video-based learning in a leadership course

Abstract

With the advance of information technology, there is an urgent need to enhance undergraduates’ technological social responsibilities and academic integrity. In the present study, we developed ten videos on technological social responsibilities and academic integrity, which were incorporated into a leadership course at a university in Hong Kong. Adopting a flipped classroom approach, students were required to watch the videos and participate in class activities. A subjective outcome evaluation scale was used to evaluate students’ perceptions of the videos (N = 1,748). Results showed that students had positive views of video-based learning, including the perceived benefits on enhancing their technological social responsibilities and academic integrity. The findings suggest that video-based learning is a promising tool to promote students’ technological responsibilities and academic integrity.