Week 6: Plagiarism Detection and Prevention

Week 6: Plagiarism Detection and Prevention

According to the Council of Writing Program Administrators (WPA Council, 2010), plagiarism “occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source.”  Plagiarism is growing due to the availability of electronic sources and the ease of copying from the Internet to a digital document. Chao, Wilhelm, and Neureuther (2009) explain that in a 2005 study, 40 percent of the students surveyed admitted to plagiarism.  Online course instructors need to be aware of these statistics and take steps to detect and prevent plagiarism.

Plagiarism Detection Software

Colleges and some high schools require students to submit electronic copies of papers and projects. Online courses require all papers to be submitted electronically. Fortunately, this also allows instructors to use programs to detect plagiarism automatically. Free search engines, detection software, and online services are all readily available to “compare individual student papers to Web documents and/or essay databases to find and report instances of matching text” (Jocoy & DiBiase, 2006). A few common systems include:

Turnitin

EVE

In addition, Petronzio (2012) offers a list of ten websites designed to detect plagiarism. There are also many other online websites that offer a free interface to enter text and determine if it matches previous documents. Fortunately, Jocoy and DiBiase (2006) found that automated processing such as Turnitin is more thorough and effective than manual checking.

Effective Assessment Design to Prevent Academic Dishonesty

Checking for plagiarism is helpful, but designing effective assessments to limit the urge to plagiarize is even more important. Assessments and projects should be designed in a way that incorporates more collaboration, real-life experiences and situations, and that break free from the traditional mold of course exams (Laureate Education, n.d.).  These types of assessments will be less likely to be plagiarized. In addition, the Council of WPA created a list of “best practices” for instructors to “improve the design and sequence of assignments” (WPA Council, 2010):

- Design assignments that require students to explore a subject in depth
- Start building possible topics early.
- Consider establishing a course theme, and then allow students to define specific questions about that theme so that they become engaged in learning new ideas and begin to own their research.
- Develop schedules for students that both allow them time to explore and support them as they work toward defined topics.
- Support each step of the research process by using planning, creating in-class activities, portfolios, and building low-stakes writing into the research process.
- Make the research process, and technology used for it, visible
- Attend to conventions of different genres of writing

If online instructors and designers create assignments and project that follow these guidelines, cheating and plagiarism will become less common.

Facilitation Strategies

Many instructors simply ask online students to “be aware of plagiarism” or to “be sure you read” the institutional legal manual on plagiarism and cheating. But, they never create opportunities for students to dialogue or practice citing and paraphrasing sources. Chao et al. (2009) found that “simply telling students not to plagiarize is not enough.” Jocoy and DiBiase (2006) and Chao et al. (2009) explain that instructions on avoiding plagiarism, paraphrasing practice exercises, and teaching proper quotation, citation, and paraphrasing techniques greatly reduced the number of plagiarism cases. Instructors should take time to provide resources to students, opportunities to practice paraphrasing, and constructive feedback on students’ ability to cite, quote, and paraphrase. This will lower cases of plagiarism.

Teachers should also attempt to distinguish between simple unintentional or accidental uses of sources and intentional plagiarism. Teachers should “emphasize their institution’s code of conduct” (Chao et al., 2009) and share originality reports with students whose assignments contained violations (Jocoy and DiBiase, 2006). Many times students have simply made mistakes or need more instruction on how to cite sources appropriately.

Additional Considerations

Teachers and administrators need to take “appropriate disciplinary actions” immediately if they determine the violation was intentional. Chao et al. (2009) explain that many students believe plagiarism is not a serious problem and that “lack of consistent enforcement” has contributed to this culture. Finally, the Council of WPA (2010) suggests that administrators encourage a climate “that values academic honesty” by:

- Publicizing policies
- Providing support services, writing centers
- Supporting faculty and student discussions
- Recognizing and improving upon working conditions – higher teacher-student rations
- Providing faculty development opportunities for instructors to reflect

Instructional designers and online instructors should be aware of the rise of plagiarism issues, and use the suggestions and guidelines regarding assessments, facilitation, and detection to control the growth of plagiarism and, at the same time, educate learners on the importance of academic integrity.

References:

Chao, C., Wilhelm, W., & Neureuther, B. (2009). A study of electronic detection and pedagogical approaches for reducing plagiarism. Delta Pi Epsilon Journal, 51(1), 31-42. Retrieved from http://web.ebscohost.com/ehost/detail?sid=eb878131-73dc-43e9-947c-234e4ddcf566%40sessionmgr115&vid=1&hid=125&bdata=JmF1dGh0eXBlPWdlbyZnZW9jdXN0aWQ9bnMxODY0NTcmc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d#db=bth&AN=44351666

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, 7(1), 1-15. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/242/495

Laureate Education, Inc. (Producer). (n.d.). Plagiarism and cheating [Video podcast]. Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652196_1%26url%3D

Petronzio, M. (2012, August 29). Use these 10 sites to detect plagiarism. [Blog post]. Retrieved from http://mashable.com/2012/08/29/plagiarism-online-services/

WPA Council. (2010). Defining and avoiding plagiarism: The WPA statement on best practices. Retrieved from the Council of Writing Program Administrators website: http://wpacouncil.org/node/9

Week 5 - Technology and Online Learning

Many potential students who consider taking a course online are more worried about learning the new technology than they are about learning the content. Students log in to their course to find a continuous stream of new online technologies that can be used to “enhance” their education. But, what is the real impact of tools in the world of online learning?

With the evolution of Web 2.0 tools, new opportunities are emerging that allow online instructors to design a learning environment that is rich with engagement, collaboration, and social community building. Dr. Palloff explains that Web 2.0 tools such as wikis, blogs, social media, and file sharing sites encourage community and can create a “community of practice around any common purpose” (Laureate Education Inc., n.d.). An and Williams (2010) also tout the benefits of these technologies:

- Interaction, communication, and collaboration
- Knowledge creation
- Ease of use and flexibility
- Increase in proficiency of technology skills

These are powerful benefits that have the potential to boost online learning success. However, there are several issues instructors should consider before implementing these tools. First, the amount technology available can be overwhelming. Boettcher and Conrad (2010) suggest only choosing the tools that are essential and they remind us that the course should be managed “efficiently and effortlessly” so the instructor’s energy can be spent guiding learners toward achieving their learning goals and objectives. Dr. Palloff (Laureate Education Inc., n.d.) also warns instructors not to use web 2.0 tools unless it directly supports learning objectives. Many instructors, including myself, have fallen into the trap of using a “cool” new technology just to use it when it may not be the most appropriate tool to reach the learning goals.

Other considerations include the issue of privacy, ethical use, and time to learn new tools. First, An and Williams (2010) describe privacy as a barrier to using these collaborative technologies. They explain that students often are reluctant to participate in class activities that utilize open, public wiki’s or blogs. Second, O’Hear (2006) describes some potential ethical issues including restrictions on social media due to potential perceived threats and dangers when children use them.  Third, An and Williams (2010) explain that many students and instructors feel web 2.0 tools are easy to use, but they take time to manage, and sometimes takes time away from content. These are issues that need to be considered as instructors choose new technologies to meet the needs of their learners.

In the near future of instructional design and online learning, there are several technologies that have some real potential. First, mobile technology use in the classroom is now very common. Apps, social media, and rich multimedia features all have amazing possibilities. Pratt (Laureate Education Inc., n.d.) describes the growing use of iPads in the classroom and Downes (2005) describes mobile learning as an opportunity to connect, as well as create.

Next, the open, sharing of information through online media sites is going to continue to grow. Downes (2005) explains that the web has shifted and now people believe that information is now something meant to be shared. We see this through “free and open-source software, creative commons licenses, open access to scholarly works, etc.” (Downes, 2005). He explains that the web has shifted from a medium to a platform, in which content is now “created, shared, remixed, repurposed, and passed along”.  In addition, people aren’t just reading, listening, or watching. Instead, they are having a conversation with words, images, video, multimedia, etc. (Downes, 2005). Now, there are hundreds of free tools available for students and teachers to use online to connect, engage, collaborate, and learn.

What does this mean for the online instructor or instructional designer? The possibilities are overwhelming. An and Williams (2010) offer a few tips. First, instructors should not introduce too many new technologies to students in one semester. Boettcher and Conrad (2010) warn to “keep it simple”. Next, instructors should not use multiple technologies that do the same thing. This is overwhelming to students, who are probably already members of several collaboration and discussion tools, with logins and passwords for each.. Finally, any tool used should be learner-centered and provide the freedom of creativity. “Technology, by itself, cannot facilitate learning effectively” (An and Williams, 2010). Tools should provide an opportunity for students and teachers to build a learning community around the goals of the course.

References:

An, Y. & Williams, K. (2010, March). Teaching with web 2.0 technologies: Benefits, barriers, and lessons learned. International Journal of Instructional Technology & Distance Learning, 7(3). Retrieved from http://www.itdl.org/Journal/Mar_10/article04.htm

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Downes, S. (2005, October). E-learning 2.0. eLearn Magazine. Retrieved from http://elearnmag.acm.org/featured.cfm?aid=1104968

Laureate Education Inc. (Producer). (n.d.). Enhancing the online experience. [Video podcast]. Retrieved from:

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652196_1%26url%3D

O’Hear, S. (2006, August 8). E-learning 2.0: How web technologies are shaping education. [Blog message]. Retrieved from http://readwrite.com/2006/08/08/e-learning_20

Week 3: Setting up an Online Learning Experience

Setting up an online learning experience involves several different areas of consideration including technology, communication, expectations and learning goals, and strategies for beginning the course.  First, it is important to understand the technologies available to choose the most appropriate technology for the course and the learning goals. Boettcher & Conrad (2010) suggest that the instructor not try to use every technology tool available in the first course they teach. While this is good advice, it is still necessary for instructors to have knowledge of the different technologies available to be able to choose the most effective one. According to Boettcher & Conrad (2010), One of the events in the first part of the course includes the establishment of the tools for the online environment so that the “learners know how to use the applications and tools that are required or know how to access the help that they might need” (p. 53).

It is imperative that learners can navigate the interface and be able to accomplish basic tasks such as finding online course material (syllabus, course schedule, help documents, contact information, learning resources, etc.), being able to participate in the initial community building activities such as an online icebreaker, and participating in the first few assignments. Therefore, instructors must choose a CMS (course management system) and accompanying tools and applications early, before the course begins (Boettcher & Conrad, 2010). This ensures the learner course will be ready to go and the learner will have a smooth beginning to the course.

Second, communicating clear expectations is important for several reasons. First, establishing a consistent and reliable form of communication (email, chat, phone, etc.) between instructor and students is essential. Second, the course documents explaining course goals, learning objectives and other expectations should be easily accessible, well-prepared, detailed, and clear.  Instructors should take the time to develop quality questions and effective assessment rubrics and scales so there will be no ambiguity in the grading process (Boettcher & Conrad, 2010).

Finally, strategies for beginning a course should include establishing presence, including social presence, cognitive presence, and teaching presence. Instructors should take the time to design successful strategies that focus on these to ensure an effective course beginning. For example, instructors should design an ice-breaker that establishes the learning community and social presence. Instructors should provide opportunities for students to consider the learning goals for the course and reflect on their experience with the course content. Instructors should establish a presence as an “equal player” in the online community and make personal connections with student to avoid “cookie cutter” experiences (Laureate Education, Inc., n.d.).

Launching a successful online learning environment is very different from launching an online learning environment. One way instructors can be sure they have designed a successful environment is to use quality standards. The Quality Matters Institute has a useful check list that will address eight key elements of online courses (Boettcher & Conrad, 2010). These guidelines and standards provide instructors with an effective guide to launching a successful online learning environment.

References:

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Laureate Education, Inc. (Producer). (n.d.) Launching the online learning experience [Video podcast]. Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652196_1%26url%3D

Week 1: Online Learning Communities

As online learning continues to grow, research is beginning to emerge showing effective ways to engage learners in a way that ensures a positive, successful experience. Online learning communities are an effective way to do this.  Dr. Palloff (Laureate Education, Inc., n.d.) describes online learning communities as a “community of students and faculty who explore content together to construct meaning and knowledge about that content.” These communities, founded in constructive principles and theories, provide an environment for students to interact, socialize, communicate, and collaborate in a meaningful and engaging way.
Students benefit from this type of environment in many ways. First, learners participate equally with classmates and the instructor, creating a dynamic of mutual respect and support. In our resources, “teacher” or “instructor” is replaced by words such as "facilitators" (Laureate Education, Inc., n.d.) and mentor (Boettcher and Conrad, 2010). This describes the role of the instructor and how it has changed from a traditional lecturer or teacher to a guide who supports learning, rather than directing it. Next, in the spirit of constructivism, learners actively generate knowledge and “assume responsibility for constructing and managing their own learning experience” (Conrad and Donaldson, 2011, p. 5). This allows learners to build their own knowledge through the “exploration, construction, resolution and confirmation of understanding” (Wilcoxon, 2011). Finally, according to Dr. Palloff (Laureate Education, Inc., n.d.) these social experiences that interaction with content and peers increase student satisfaction and perception of learning. Students feel a social pressure to be successful and are motivated to continue the learning experience.

Online learning communities are sustained through community building. Community building is successful when effective strategies and elements are used. Boettcher and Conrad (2010) describe the first of four phases as critical to laying a foundation in community building. This phase provides opportunities for learners to become familiar with course goals, instructor expectations, and the learning environment (Boettcher and Conrad, 2010). Most importantly, it provides a non-threatening opportunity to build a social relationship with peers. According to Wilcoxon (2011), this social presence is “foundational to basic learning tasks” and functional learning communities. This foundation of social interaction, combined with nurturing support will provide a strong base to build the basic content of the course on, sustaining the learning community.

Finally, as the course progresses through the phases of engagement, the instructor role and learner role evolves over time.  Wilcoxon (2011) uses Conrad and Donaldson’s (2011) framework for applying the phases of engagement to create a helpful table that labels these role changes through the phases:

Phase	Weeks	Learner Role	Instructor Role
1	1 to 2	Newcomer	Social Negotiator
2	3 to 4	Cooperator	Structural Engineer
3	5 to 6	Collaborator	Facilitator
4	Beyond	Initiator/Partner	Challenger/ Partner

This table shows how the roles of the learner and instructor evolve through the course. This evolution of roles provides more opportunities to be engaged as the course progresses, as well as a framework for developing effective strategies for instruction.

References:

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass

Laureate Education, Inc. (Producer). (n.d.). Evaluating distance learning theories [Video podcast]. Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652196_1%26url%3D

Wilcoxon, K. (2011, October 3). Building an online learning community. Learning Solutions Magazine. Retrieved from: http://www.learningsolutionsmag.com/articles/761/building-an-online-learning-community

Introduction

I'm looking forward to sharing, learning, and collaborating as we explore the world of online learning together.  The next 8 weeks should be fun!

- James