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Plagiarism; Computer Software; Research Papers (Students); Prediction; Undergraduate Students; Correlation; Knowledge Level; Cheating; Prevention; Psychology; Introductory Courses

Abstract:
In two studies, students at California State University, Northridge wrote papers that were checked for plagiarism using plagiarism-detection software. In the first study, half of the students in two classes were randomly selected and told by the professor that their term papers would be scanned for plagiarism using the software. Students in the remainder of each class were not informed that the software would be used. The researcher predicted that students who were explicitly warned about the use of the software would plagiarize less than students who were not, but the warning had no effect. In a second study, students wrote two papers in a series. Their knowledge about plagiarism-detection software was inversely correlated with plagiarism rates on the first paper, but no correlation was found between knowledge and plagiarism on the second paper. Instead, participants were discovered to draw repeatedly from the same sources of plagiarized material across papers. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; College Students; Plagiarism; Cheating; Ethics; Student Behavior; College Faculty; Guides; Internet; Computer Uses in Education; Behavior Change; Prevention; Writing Assignments; Computer Software

Abstract:
Students write papers in many of their courses to improve their writing skills and to foster an active attitude toward learning. Every year, they hand in hundreds of papers for teachers to assess. This stream may get polluted in two ways: by simple copying from Internet sources and by the exchange of text fragments between students. These practices pose a serious threat to any kind of valid grading of individual performances. Fortunately, the very same Internet also offers us the instrument to clean up this stream. In this article, the authors discuss how they adopted "Ephorus" to help detect plagiarism. Although "Ephorus" is keeping students on the right track, there is still much to do during classes. In their teaching, the authors believe that prevention is better than punishment and that they should approach rookies and senior students differently. Their approach is a straightforward one: combine the inherent threat of detection through the use of a detection tool with clear instructions and carefully designed writing tasks. In their experience, the best one can do is to frustrate misconduct. Stimulate and reward the large majority that abide by the rules, and reserve punishment for the reluctant few. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Plagiarism; Cheating; Ethics; Student Behavior; College Faculty; Guides; College Students; Internet; Computer Uses in Education; Behavior Change; Prevention; Assignments; Writing (Composition); Teacher Role

Abstract:
Plagiarism can be "plaguing" if it is not discussed, understood, and enforced by the professor right at the beginning of the course and throughout the semester. Students usually don't "have" to cheat or plagiarize; they do so mainly because "they can." Professors who turn a deaf ear or a blind eye to students who plagiarize create deleterious effects that can prove disturbing to the entire academic profession, regardless of the discipline. The more students practice with plagiarism, the lazier they become because they can "get away" without proper citing. It hurts all professors requiring research and written work from their students. In this article, the author describes her policies on cheating and/or plagiarizing in her courses and suggests that professors do their part in developing student integrity and honor by paying close attention to students tempted to plagiarize, and enforce their policies with strict consequences that deter these types of behaviors. It may mean that professors have to do a little more work, but in the end, the payoff is priceless. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Video Technology; Business Communication; Plagiarism; Cheating; College Students; Integrity; Internet; Online Courses; Prevention; Computer Uses in Education; Educational Technology; Teaching Methods; Guides

Abstract:
Academic dishonesty, with Internet plagiarism as one of the most common forms, is a concern on college and university campuses more than ever before. Many institutions of higher education have adopted academic honesty policies, instituted academic integrity tutorial completion prerequisites for next term registration, and acquired plagiarism software detection tools; however, research overwhelmingly confirms that the Internet provides an array of opportunities for students to cheat--whether intentionally or not. Within the past few years, high-tech cheating is gradually replacing the simple cut-and-paste cheating. Students have become more tech savvy, and online instructional cheating videos, detailing clever methods to cheat, are populating the Internet daily. Cheating methods have gone viral. The alignment between academic honesty and workplace ethics is unquestionable. Therefore, in an effort to reinforce appropriate digital citizenship, a study about academic dishonesty was conducted with a group of 48 students enrolled in an online business communication course during Fall semester, 2010. This article presents the findings of that study and recommends 10 instructional strategies to reinforce academic integrity and assist students with avoiding cheating, especially Internet plagiarism and high-tech cheating. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Graduate Students; Plagiarism; Cheating; Ethics; Student Behavior; College Faculty; Guides; Undergraduate Students; Internet; Computer Uses in Education; Behavior Change; Prevention; Assignments; Writing (Composition)

Abstract:
Plagiarism can be controlled, not stopped. The more appropriate question to ask is: What can be done to encourage students to "cheat" correctly by doing the assignment the way it was intended? Cheating by college students continues to reach epidemic proportions on selected campuses, as witnessed by the recent episode at Central Florida University, where more than 200 seniors cheated on a midterm examination. Plagiarism is only one form of cheating and is usually defined as using someone else's words or ideas as one's own without giving credit to the original. In this article, the author discusses how to reduce plagiarism and provides guidelines that might help the beginning or seasoned professor contemplating the problem of student plagiarism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Plagiarism; Cheating; Ethics; Student Behavior; College Faculty; Guides; College Students; Internet; Computer Uses in Education; Behavior Change; Prevention; Assignments; Writing (Composition); Computer Software

Abstract:
Plagiarism does exist at universities today. In some cases, students are naive with respect to understanding what plagiarism is and how to avoid it. In other cases, students blatantly disregard and disrespect the written work of others, claiming it as their own. Regardless, educators must be vigilant in their efforts to discourage and prevent plagiarism from occurring. This article offers some recommendations that may help prevent plagiarism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Business Communication; Online Courses; College Students; Plagiarism; Cheating; Ethics; Student Behavior; College Faculty; Guides; Internet; Computer Uses in Education; Behavior Change; Prevention; Assignments; Writing (Composition); Accountability

Abstract:
Business professionals often use standard templates when composing documents, and teachers of business writing direct students to textbook examples to use as sample formats. Good instructors do want to provide their students with informative examples of what is expected, especially in an online course environment where students cannot raise their hands during traditional lecture and receive immediate answers. However, when one of the course sample documents is plagiarized, it forces the instructor to assess the cost-benefit of providing such easily plagiarizable material. If students can merely save the file and paste in their own work or--even worse--rephrase the language of the sample document, should instructors upload sample files? In composition courses, a unique essay assignment can decrease plagiarism because the topic may be too distinctive to be plagiarized. However, in business writing, the traditional assignments--memos, formal reports, progress reports, letters of application--have little room for flexibility. Teachers of business communication "must find a reasonable and reasoned balance between protection and access." Accusing a student of plagiarizing a memo, when such documents do indeed conform to a standard template in the business community, may be considered too severe. Students need to accept more accountability for their actions. Using a template document to adhere to "format" standards is very different from using a template document and "re-wording" what is already written. Electronic course files should not be perceived as easy fill-in-the-blank homework, and students should not download classmates' workshopped assignments and submit revised versions as their own. Instructors of business communication have a professional responsibility to explain the dangers of "copying a template" to their students so that they not only learn requisite writing skills but also an appropriate knowledge of workplace ethics. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Plagiarism; Teacher Expectations of Students; Classroom Techniques; Teaching Methods; Cheating; Ethics; Student Behavior; College Faculty; Guides; College Students; Internet; Computer Uses in Education; Behavior Change; Prevention; Assignments; Writing (Composition)

Abstract:
Managing student plagiarism can cause instructors to feel as if they are serving educational institutions in the role of investigator rather than educator. Since many educators continue to struggle with the issue of student plagiarism, the author interviewed some of her colleagues. In this article, she shares her and her colleagues' antiplagiarism tips. Plagiarism is still an issue in today's classroom, and though students may not have criminal intent to commit a plagiarism infraction, they need to be educated about the subject and the consequences of their actions. The first day of class is a good time to begin addressing this subject. If technology is available for use in hindering plagiarism, students can complete online tutorials, which require little or no instructor time and involvement, or upload their work to an antiplagiarism program for assessment and correction. If technology is not available, students can be given "personalized" assignments, so that plagiarism would be very difficult. In addition, students can write first-person narratives about their projects to demonstrate that plagiarism is not necessary for effective writing. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Needs; Distance Education; Integrity; Middle School Students; Secondary School Students; Cheating; Plagiarism; Ethics; Web Based Instruction; Asynchronous Communication; Electronic Learning; Internet; Educational Technology; Educational Environment

Abstract:
Middle and secondary schools have increasingly offered distance-learning classes as a means of meeting diverse student needs and curriculum requirements while using instructional and budget resources efficiently. Little emphasis has been placed on the readiness of students to participate and succeed in these less conventional learning environments. The ill-prepared and apprehensive student may be prone to academic dishonesty. This investigation seeks to synthesize how pedagogical efforts to foster the development of self-regulated learning skills may reduce instances of cheating and plagiarism in online classes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Internet; Feedback (Response); Information Systems; Student Surveys; Plagiarism; Student Attitudes; Help Seeking; Assignments; Programming; Consciousness Raising; Cheating; College Faculty; Attitude Change; Computer Science Education

Abstract:
This paper examines student attitudes towards a number of behaviors which range from acceptable means of seeking help on assignments to unacceptable behaviors such as copying from another student or paying someone to complete an assignment. Attitudes regarding such behaviors are compared based on the type of assignment (programming assignment, written essay, math problems). Findings indicate that students do perceive that there are differences in the acceptability of behaviors depending on assignment type. Further, the study examines the effect of an education campaign designed to increase student awareness as to which behaviors are permitted. Results suggest that faculty efforts to clarify expectations do result in a change in student attitudes regarding the acceptability of certain behaviors. (Contains 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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