Efficiency in the Online Environment: Digital Tools That Streamline the Research Paper Process (original) (raw)
Related papers
Plagiarism Detection Technology in an EFL Setting: An Examination of Faculty's Awareness
This paper examines English language and business faculty's awareness about plagiarism detection technology. The study strives to achieve the following objectives: To provide English language teachers and practitioners with a better understanding of the issues of plagiarism technology and to raise their awareness about plagiarism detection technology, and to inform current debates about its usefulness. Moreover, it attempts to find out how familiar English language teachers are with plagiarism detection software and to identify the type(s) of plagiarism software is commonly used by English and business teachers. Additionally, it tries to assess to what extent the plagiarism detection software used by the teachers curb plagiarism practices among students. Finally, it attempts to evaluate the teachers’ perceptions of the usefulness of the originality reports to their students. A questionnaire was given to 40 teachers to collect their responses about plagiarism technology. The findings revealed that the vast majority of teachers are aware of Turnitin and Safeassign. The great majority of teachers believed that plagiarism software has curbed plagiarism practices among their students. Additionally, they assumed that the originality report has been useful for their students and it has helped them understand plagiarism in a better way. The study findings, pedagogical implications and the offered recommendations were presented.
Using Turnitin to Provide Feedback on L2 Writers' Texts * * * On the Internet
Second language (L2) writing instructors have varying tools at their disposal for providing feedback on students' writing, including ones that enable them to provide written and audio feedback in electronic form. One tool that has been underexplored is Turnitin, a widely used software program that matches electronic text to a wide range of electronic texts found on the Internet and in the program's massive repository. While Turnitin is primarily known for detecting potential plagiarism, we believe that instructors can make use of two features of the program (GradeMark tools and originality checker) to provide formative and summative feedback on students' drafts. In this article, we use screenshots to illustrate how we have leveraged Turnitin to provide feedback to undergraduate L2 writers about their writing and use of sources. We encourage instructors who have access to Turnitin to explore the different features of this tool and its potential to create opportunities for learning.
Teaching staff concerns about academic integrity and their implications for staff development
Anecdotal evidence suggests that, even when academic staff are aware of the existence of a plagiarism policy, many still don't use it. They either prefer to deal with it in their own way, or ignore the issue. In order to encourage increased and improved use of the existing policy, we were interested in understanding staff concerns about plagiarism generally. As part of a Postgraduate Certificate (PG Cert) in Teaching and Learning in Higher Education, a 3 hour workshop is devoted to Academic Integrity. At the start of the workshop, participants are asked to complete a survey on their experience and concerns regarding plagiarism, and their awareness of local policies and procedures. Staff are then asked to articulate their single biggest concern around academic integrity, and this collection of concerns and the ensuing discussion is used to direct aspects of the workshop. With different groups, the emerging group concerns will have different flavours; some teaching-focused, some student-focussed and some policy-focussed. The data from the surveys over the last 3 years gives an insight into staff awareness of policies and procedures at our institution as well as highlighting the general ethos and attitudes regarding student plagiarism. This paper will compare the collected data against early results from the IPPHEAE project staff survey. Knowledge about the levels of awareness of plagiarism policy amongst staff has implications for staff development. This paper will give an overview of various approaches to awareness raising and staff development that have been used in our institution, with an indication of the levels of success and factors contributing to this.
Students’ Experience of Institutional Interventions On Plagiarism: Nigerian Case (Pg 54 - 69)
Abstract: In the last ten years, there has been much research into academic integrity with a focus on plagiarism in developed countries. There is still a dearth of such research in developing countries like Nigeria. This paper presents the results from a larger exploratory study on student plagiarism in Nigerian Higher Education Institution of Learning (Nigerian universities), which is associated with the Impact of Plagiarism Policies in Higher Education Across Europe (IPPHEAE) project. It seeks to contribute to the body of knowledge by focusing on the experiences of previous institutional interventions on student plagiarism issues and their impact on student experience when they study elsewhere. Nigerian students studying abroad had to adapt to diverse teaching, learning and assessment styles under a different institutional system. This resulted in the students struggling when they had to apply skills they had not acquired during their previous study. This study adopted a mixed method approach; 25 Nigerian Postgraduate Students studying in a United Kingdom University were interviewed for the qualitative data and 171 IPPHEAE student questionnaires were completed for the quantitative data. Results from the data suggest that the previous institutional system experienced by the students was quite different from what they met in their present institutions of study in England. As a result, the students struggled to cope with their studies when they had to apply skills they had not acquired.
Plagiarism Detection Based on Studying Correlation Between Author, Title and Content
ICICS 2011, 2011
Recently, the problem of plagiarism is becoming an important issue in many debates in the fields of Education and Technology. The wide use and availability of electronic resources makes it easy for students, authors and even academic people to access and use any piece of information and embed it into his/her own work without proper citation. The problem is raising in an exponential manner the thing which puts the education process under threat.
Three Approaches to Cultivating Academic Honesty and Fighting Plagiarism
The Asian Conference on Technology in the Classroom, 2015
Academic honesty is a critical concept for students who are enrolled in university studies; however, many university students have at best a loose understanding of what academic honesty entails. Plagiarism comes in many forms, including verbatim plagiarism, patchworking, and self-plagiarism. Even those students who have some awareness of plagiarism may only recognize and avoid certain types. For this reason, many students unintentionally engage in plagiarism, jeopardizing their success at university. This paper will explain three approaches to developing students’ knowledge and practice of academic honesty: specific uses of Turnitin.com, a test that discretely assesses students’ ability to paraphrase and cite sources correctly, and a media-based term project. These approaches help develop students’ understanding of the meaning of educational integrity, so they will be able to take their place in the wider academic conversation. The approaches range from the more traditional to projects involving new media and technology, providing varied exposure to key concepts. The content of this paper will be of interest to educators in diverse institutions, who will be able to adapt these approaches to meet their students’ needs.
This study explores if and how nonnative English-speaking (NNES) students use technology to check their own writing for plagiarism. It responds to a call for more practice-oriented research on how educators can assist students in the effective integration of sources in their writing . Survey data from 141 NNES graduate and undergraduate students in a variety of programs from a large Midwestern university was supplemented with interview data of nine students in order to gain insights into student use of various technologies. Results indicate that students use restricted-access plagiarism detectors most frequently to check their academic writing, that they are overall satisfied with the performance of these tools, that they want professors to teach L2 writers about the tools, and that they find the tools useful to help them understand, identify, and correct possible plagiarism as well as feel a greater sense of ownership of their texts. It is recommended that educators take advantage of the opportunity technology offers NNES students by developing pedagogies that encourage ownership of texts by L2 writers.
[Arial, 12-point, bold, centred] With the enhanced role of technology in academic circles and increased access to digital resources, it's much easier for students to cheat than ever before. There has been a noticeable increase in academic dishonesty and plagiarism. Cut, copy, paste culture is rife in campuses all over. While technology has promoted plagiarism, is it capable of providing a solution too? Does the onus fall on students alone or are the tutors and curriculum designers also to be blamed? This paper explores answers to questions on challenges students face in completing assignments, reasons that compel students to plagiarise, nature of plagiarism and how far do the plagiarism detection software like Turnitin help in keeping a check on plagiarism. Questionnaires and interviews are used to gather the perspectives of undergraduate level Omani EFL students and their tutors on plagiarism with specific reference to the role of technology in promoting as well as checking it at a tertiary level institution in the Sultanate of Oman. It is concluded that there is a profound need to promote academic integrity through awareness workshops, sessions on referencing, and exhaustive practice in summarising and paraphrasing. It is suggested that care should be taken in designing the assignments in a way that prevents plagiarism. The paper ends with certain hands on approaches adopted by the course designers of ESP (English for Special Purposes) courses and tutors to prevent and tackle plagiarism.
PLAGIARISM DETECTION SERVICES FOR FORMATIVE FEEDBACK AND ASSESSMENT: EXAMPLE OF TURNITIN
PLAGIARISM DETECTION SERVICES FOR FORMATIVE FEEDBACK AND ASSESSMENT: EXAMPLE OF TURNITIN, 2016
The Internet has drastically changed the way we do and handle everything. Student homework is no exception, especially in higher education. As a result of easy access to information, copy-paste and plagiarism have become widespread behaviors among students even when they submit graded homework in the university level. As a response to this ethical evil, plagiarism tracking services like Turnitin have been released and welcomed by university professors. However, it cannot be said that the potential of such services has been fully realized by university teachers. The aim of the present study is to introduce Turnitin as a tool not just to detect and deter plagiarism but also to provide formative feedback and assessment which is of utmost importance in learning. It is believed that when Turnitin is used as a means of formative assessment, it will not only deter plagiarism but will also enhance student learning which will lead to more quality student work.
The text matching software Turnitin is now used in one form or another by over 90% of Australian universities. Unfortunately, both educators and students commonly view Turnitin as a plagiarism detection tool. We argue that this focus limits the effectiveness of Turnitin by contributing negatively to staff and students’ anxiety and may incongruously lead to poor academic practice. In line with emerging research, we advocate a literacy approach to using Turnitin that harnesses its potential to develop students’ academic writing. However, unlike this research which has tended to focus on discipline-specific courses rather than academic language and learning courses, our study developed teaching resources and activities designed for use by students of all disciplines and programs. The resources were evaluated in month-long preparatory academic skills programs with 46 international students. Our approach not only reduced students’ anxiety; importantly, it assisted students to develop their authorial voice and better understand appropriate citation practices. Our results demonstrate that Turnitin has potential to assist students with their writing, particularly if it is primarily viewed as a tool that is inextricably connected to academic writing, and intersects with timely and constructive academic learning resources.