Plagiarism detection and prevention

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“Plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) materials without acknowledging its source” (Council of Writing Program Administrators, 2003). Since plagiarism adversely affects academic integrity, efforts should be made to minimize its occurrence. Palloff (n.d.) has explained that while cases of plagiarism in the online environment are more visible than the face to face environment, research seems to indicate that cases of plagiarism in the online environment are as prevalent as in the face to face environment.

Plagiarism detection software

While the risk and/or opportunity of indulging in plagiarism is greater in the online environment because of the ease of use of the “copy and paste” facility, the ability to detect plagiarism has significantly increased due to the availability and use of plagiarism detection software such as Turnitin (Jocoy & DiBiase, 2006). A study conducted by Bull, Colins, Coughlin and Sharp (2000) revealed that most of the available software tools were relatively effective at detecting plagiarism. However, the same study also noted that “there is not a single service or software tool that will detect all sources of plagiarised material encountered by academics” (p.5.) in particular content from electronic discussion boards and conventional paper based books and theses.

 

Concerns have also been raised about the non-use of available plagiarism detection software by some faculty. A study conducted by Brown, Jordan, Rubin and Arome (2010) revealed that less than ten percent of faculty were using the available Turnitin plagiarism detection software. While non-users gave different reasons for not using the software, the most frequent reason given was the belief that the professor could detect plagiarism without making use of the software. Rather than placing too much reliance on software to detect and prevent all cases of plagiarism and cheating, Palloff (n.d.) and other scholars have suggested that there is need to develop a wide range of strategies aimed at detecting and deterring student dishonesty.

 

Additional strategies

Some faculty prefer to use assessment design as a means of discouraging dishonesty. For example, this can be achieved by designing assessments that require students to demonstrate application of knowledge. Other faculty have reported using plagiarism detection software to teach students how to cite (Brown, Jordan, Rubin & Arome, 2010). One strategy that is often overlooked is to educate students about plagiarism and the need to uphold academic integrity. Students also need information on what constitutes plagiarism and cheating because certain practices that are considered to be academic dishonesty might not be that apparent to the students. For example, re-using your work from previous courses is considered cheating (Palloff, n.d.). 

 

References

 

Bull, J., Colins, C., Coughlin, E., & Sharp, D. (2000). Technical review of plagiarism detection software report. Retrieved from

http://www.jisc.ac.uk/media/documents/programmes/plagiarism/luton.pdf

 

Brown, V., Jordan, R., Rubin, N., & Arome, G. (2010). Strengths and weaknesses of plagiarism detection software. Journal of Literacy and Technology, 11(1/2), 110-131. Retrieved from Education Research Complete database.

 

Council of Writing Program Administrators (2003). Defining and avoiding plagiarism: The WPA statement on best practices. Retrieved from

http://wpacouncil.org/node/9

 

Jocoy, C., & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, (1), 1-15. Retrieved from Education Research Complete database.

 

Palloff, R. (Walden University). (n.d.). Plagiarism and cheating. [DVD].

 

 

 

 

Impact of technology and multimedia on online learning environments

While technology has helped to eliminate challenges associated with geographic distance and time separations, there is need to effectively harness technology in such a way that the sense of isolation that is often associated with online learning environments is not only overcome but successful learning experiences for the online learner are also created. One strategy aimed at overcoming isolation is to increase the level of interactivity in online classes. It has been suggested that “students demonstrate more positive attitudes and higher levels of performance when online classes are highly interactive” (Durrington, Berryhill & Swafford, 2006, p. 1). Research has also established that students in e-learning environments that provided interactive video achieved “significantly better learning performance and a higher level of learner satisfaction than those in other settings” (Zhang, Zhou, Briggs & Nunamaker, 2005, p. 15).

What are the most important considerations an online instructor should make before implementing technology?

The first thing that an instructor has to do is to have an appreciation of technologies used in online learning environments and identify those technologies that will have the most significant impact on learning. Dr. Piskurich (n.d.) has suggested that there is need to select the right type of technology and delivery method to support learning activities. For example, instructor-supported asynchronous learning has proved to be a popular way of implementing online learning programs. Usability and accessibility of technology tools are also important considerations.

What implications do usability and accessibility of technology tools have for online learning?

Usability, is the “effectiveness, efficiency and satisfaction with which users can achieve specified learning goals in a particular environment or with a particular tool or learning resource” (Cooper, Colwell & Jelfs, 2007, p. 232). Accessibility is concerned with the flexibility of the technology tools to meet the needs and preferences of all users, including disabled users. Cooper, Colwell & Jelfs (2007) have suggested that usability and accessibility need to be considered together because they are intrinsically linked.

Usability and accessibility issues need to be addressed early during the system development phase because they have a direct impact on the effectiveness of the system for all learners (although disabled learners are likely to be affected the most). In extreme cases some learners might not be able to use the system at all if these issues are not adequately addressed. Problems with usability and accessibility invariably lead to learner dissatisfaction and poor levels of learning performance.

Key technologies for online teaching and learning

Technologies that can be used to deliver online learning experiences include course management systems and Web 2.0 tools such as blogs, wikis and podcasts. Course management systems provide virtual classroom learning environments that facilitate interactive learning using popular tools such as the asynchronous discussion board. On the other hand, the use of web 2.0 technologies has helped in creating an engaging online learning environment. Web 2.0 tools facilitate collaboration amongst learners through user generated content (Palloff, & Pratt, n.d.).

References

Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: Considerations e-learning research and development projects. ALT-J: Research in Learning Technology, 15. Retrieved from the Education Research Complete database.

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from

http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Piskurich, G. (Walden University). (n.d.). Planning and designing online courses. [DVD].

Palloff, R. & Pratt, K. (Walden University). (n.d.). Enhancing the online experience. [DVD].

Zhang, D., Zhou, L., Briggs, R.O. & Nunamaker, J.F. (2005). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information Management, 43(2006). Retrieved from

http://www.qou.edu/arabic/researchProgram/eLearningResearchs/instructional.pdf