Distance Education as a Tool to Improve Researchers' Knowledge on Predatory Journals in Countries with Limited Resources: The Moroccan Experience

Autor/inn/en	El Bairi, Khalid; Fourtassi, Maryam; El Fatimy, Rachid; El Kadmiri, Nadia
Titel	Distance Education as a Tool to Improve Researchers' Knowledge on Predatory Journals in Countries with Limited Resources: The Moroccan Experience
Quelle	In: International Journal for Educational Integrity, 19 (2023), Artikel 1 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (El Bairi, Khalid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1007/s40979-023-00122-7
Schlagwörter	Distance Education; Teaching Methods; Foreign Countries; Periodicals; Integrity; Bilingual Education; Course Descriptions; Ethics; Scientific Research; Case Studies; Outcomes of Education; French; English (Second Language); Second Languages; Indexing; Evaluation Criteria; Web Based Instruction; Publish or Perish Issue; Researchers; Mentors; Faculty Development; Social Networks; Faculty Publishing; Morocco + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Integrität; Bilingual teaching; Bilingualer Unterricht; Kursstrukturplan; Ethik; Case study; Fallstudie; Case Study; Lernleistung; Schulerfolg; Französisch; English as second language; English; Second Language; Englisch als Zweitsprache; Second language; Zweitsprache; Indexierung; Sacherschließung; Web Based Training; Researcher; Forscher; Social network; Soziales Netzwerk; Marokko
Abstract	The emergence of predatory journals is a global threat for scientific integrity, particularly in under-resourced settings such as low- and middle-income countries (LMICs). A bilingual course on predatory publishing using a distance education approach was developed for Moroccan researchers as a response to the imperative need for training on research ethics to implement good scientific practices. A cross-sectional survey-based study was conducted to evaluate outcomes after delivering two education sessions in both French and English. Before this course, 40% of participants indicated that they don't verify journal quality before manuscript submission and most of them consider Scopus indexing and the impact factor as the best criteria for journal publication. Approximately 50% of surveyees did not have previous information on predatory journals before the webinar. Pressure to publish by supervisors, institutions of affiliation, or funding agencies, was noticed in 43.4% of participants. After the webinar course was delivered, remarkably, the proportion of participants with knowledge on predatory publishing was meaningfully increased from 48.9% to 81%. Importantly, 83.7% of participants indicated that they are motivated to share their new knowledge on predatory publishing with their colleagues. Moreover, the majority of respondents (73.8%) reported that publishing their research in predatory journals may damage their career and professional future. Promisingly, nearly a half or more of participants recommended the use of training based on distance education, surveillance of researchers by their mentors and affiliations, and social networks to increase awareness on predatory publishing. Almost all participants were satisfied with the content of the webinar. Trainers and research institutions in LMICs should benefit from the advent of distance education using webinar platforms to increase awareness on the issue of predatory publishing in their settings. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01