THE RISING TIDE OF PLAGIARISM AND ROLE OF TECHNOLOGY: REFLECTIONS OF A CASE STUDY CONDUCTED IN THE SULTANATE OF OMAN (original) (raw)
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In the academic arena, plagiarism is on the rise. As a consequence, Higher Learning Institutions are putting in place severe punitive measures. Most of these measures are more reactive than preventive because they focus on plagiarism detection and the kinds of punishments to administer to students who plagiarize. In fact, these measures fail to address particular or primary reasons for plagiarism in students’ works. This may be one of the reasons why such measures have done little to reduce the incidents of plagiarism. Using a desktop research pathway, this paper discusses the concept and practices of plagiarism and raises a number of issues which need to be considered in framing measures to address it. Among other workable strategies proposed in this paper include the (i) strengthening of reading and academic writing skills, (ii) institutionalization and dissemination of anti-plagiarism policy and (iii) using technology in detecting plagiarism among students’ work. Keywords: Plagia...
The International Journal of Learning in Higher Education, 20 (1), pp1-11.
The last decade has witnessed considerable change in higher education. These changes include the pervasive nature of the Internet and its impact on teaching and learning; the impact of economic rationalism as a consequence of the global financial crisis in 2008; and the growth in student numbers that reflect variations in population and migration patterns. In conjunction with these changes, a new form of plagiarism has emerged and, while plagiarism has been problematic in higher education for some time, this new form of extreme plagiarism brings serious implications. Defined within the context of this commentary, extreme plagiarism is a behaviour that is practiced by a yet to be quantified cohort of students. The extent and degree of extreme plagiarism, which becomes evident during regular grading of assignments, is extremely disturbing. Dubbed the "e-Idiot" for dramatic effect, this paper discusses the propensity among some students to engage in extreme plagiarism; a behaviour that seems to indicate a desire to short-circuit the learning process. Displaying a lack of understanding about the learning process, some students appear to be keen, in true Machiavellian style, to pass their subjects by any means possible. While research is yet to quantify this cohort in detail, anecdotal evidence indicates that this behaviour is thriving among a small cohort of students. This commentary highlights some of the ways in which the students who engage in plagiarism are aiming to undermine the generally robust assessment practices in higher education, and discusses some of the factors that may be contributing to the emergence of this student cohort. Recommendations are presented that may inhibit or counteract extreme plagiarism. In addition, while many higher education institutions have policies relating to graduate attributes, academic integrity, and plagiarism (often accompanied by implementation strategies,) these policies can become meaningless without satisfactory performance and real accountability on the part of students and lecturers alike. Hence, a call-to-action is assigned to academic boards to address the gaps between policy and strategy implementation in regard to academic integrity and graduate attributes in general and extreme plagiarism in particular.
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The rapid development of information technology, especially the Internet is pointed out to be factor driving the student to practice plagiarism. Prevention efforts continue to be made both from government policies and stakeholder by creating software anti-plagiarism. However, in the reality the practice of plagiarism remains common and relatively more widespread. This practice continues to be varied, so that we need to update the information and findings through investigations plagiarism practices in student assignments. The method used was a mixed-method approach or mix of quantitative and qualitative approaches. A quantitative approach was done by using software turnitin.com to scan for plagiarism indication of the level of student assignment in common. To study the behavior of plagiarism, the interview process was also done informally to students who commit high plagiarism. The results showed that the pattern of students' plagiarism consists of five forms: sham paraphrasing, illicit paraphrasing, other plagiarism, copying verbatim and purloining. Illicit paraphrasing practices are a form of copy-paste literature review and did not pay attention to the bibliography. Besides, the practice of plagiarism is closely associated with low academic writing knowledge. Therefore, the practice of plagiarism should not only be viewed from the perspective of the academic violations, but also from the other perspectives.
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Plagiarism in the academic context: A study of Iranian EFL learners
Research Ethics, 2014
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International Journal of Current Research, 2018
With the development of the Internet and the abundance of sources available to students, plagiarism has become more prevalent and widespread in the academic community. There are now a number of special software recognition programmes which can detect academic misconduct and plagiarism. Many scientific studies have been conducted investigating the possible reasons behind why plagiarism is being employed more readily by students. The afactors and ther system. Research states that there are five elements which can result in undergraduate student's plagiarism. These are known as the five 'S's: Student, Supervisor, Syllabus, System, and Society. Each of these elements affects the stud can lead to academic dishonesty. This research tries to review these studies to consider the reasons that motivate student plagiarism and ultimately to create a framework which empowers decision makers and educators to prevent students plagiarising during their university studies