Plagiarism Detection and Prevention in Online Schools

Plagiarism Detection and Prevention in Online Schools

I tend to believe that most adult students are honest and would not knowingly or willingly be dishonest or resort to plagiarism. I agree with Rena and Pratt’s (2012) acknowledgements that it is up to an instructor to state academic honesty policies of their educational institutions and to further clarify what those policies mean in their courses. It is not enough for an instructor to post “Plagiarism will not be tolerated and can result in academic dismissal”. An instructor must take the time to go over the various forms of plagiarism that are most commonly seen in higher education. I also do not believe that there are higher incidents of plagiarism in online classrooms or that online classrooms prevent more opportunities for academic dishonesty (Laureate, 2012).

Plagiarism has been around forever, and has affected many notable traditional educational institutions. Most recently, Harvard University faced a huge scandal and had to discipline and expel dozens of students for cheating on a take-home exam when collaboration was expressly prohibited (Perez-Pena, 2013). It really falls on the instructor to inform and educate their students about what constitutes cheating and plagiarism and to create authentic assessments that measure learning in a way so that students do not resort to cheating.

I always liked the take home exam or the major research paper as a form of assessment in my history courses. When these types of exams or major paper assessments are created we are measuring learning based on what that student can show in their work on that exam or paper in a comfortable and dedicated environment, free of distractions and test anxiety. Learning is not measured by a student’s ability to recall facts, or remember dates, but rather is measured by students by their ability to draw on what they have learned. Students draw learning from multiple sources, to analyze and synthesize their learning in a cohesive written exam. Students can display a broad understanding, critical thinking skills, meaning making and connections; the kind of skills they can take with them to use in their next courses, their work or their community.

I also like the idea of an instructor fostering academic honesty and high standards of integrity in a classroom environment. We can have a special section of the online classroom devoted to guidelines, policies and principles. Mc Cabe and Pavela (2007), outline “Ten principals of Academic Integrity”, we could have that link in our syllabus and discuss the meaning of these principles early in the course. Instructors model academic references, correct citations and answer questions as they arise, we can also discuss the various ways students can inadvertently plagiarize and stress that although not intentional, these actions are still plagiarism.

There are many plagiarism detection software tools available for online instructors or universities to use in the online classroom and many are in use today. It is important to note that grading with plagiarism detection software must be accompanied by a firsthand review by a skilled grader. Most plagiarism software programs cannot distinguish between a copied or lifted passage from a text and an appropriately cited reference (Jocoy, & DiBiase, 2006). Many of these software programs are available for free trials and demonstration. But most programs require a subscription or are available through licensing from an educational institution. I will list some of these anti-plagiarism tools and software programs and their URL’s in this blog.

Grammarly (2013). Retrived on Feb. 12, 2013 http://www.grammarly.com/?q=plagiarism&gclid=CJ6UyfnTtrUCFQLZQgodbCQABg

*Plag Tracker (2013). Retrived on Feb. 11, 2013 from http://www.plagtracker.com/. Please see Munoz (2012), a Walden University Student blog that listed the references to this software.

Turnitin (2013). Retrived on Feb. 11, 2013 http://turnitin.com/

Viper Anti Plagiarism Scanner (2013). Retrived on Feb. 11, 2013 from http://www.scanmyessay.com/plagiarism-detection-software.php

References

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. Also accessed on Feb. 12, 2013 from http://www.irrodl.org/index.php/irrodl/article/view/242/466

Laureate Education, Inc. (Executive Producer). (2012). Plagiarism and Cheating. Baltimore, MD: Rena P. and Pratt, K.

Mc Cabe, D. and Pavela, G. (2007). Ten Principles of Academic Integrity.
Center of Academic Integrity, California State University. Retrived on Feb. 12, 2013 http://www.csub.edu/studentconduct/documents/principlesacademicintegrity.pdf

Munoz, L. (2012). Cheating and the Online Environment. Retrived on Feb. 11, 2013 from http://lynnmunoz.me/2012/06/22/cheating-and-the-online-environment/

Perez- Pena, R. (2013). Students Disciplined in Harvard Scandal. New York Times. Retrieved on Feb. 14, 2013 from
http://www.nytimes.com/2013/02/02/education/harvard-forced-dozens-to-leave-in-cheating-scandal.html?_r=0

Impact of Technology on Adult Learning and Setting up an Online Classroom

Advances in technology have had a profound effect on distance and online learning and have greatly expanded the types of tools available to instructors (Boettcher and Donaldson, 2010). The biggest advantages are that education is available to more students than ever before and the tools we have now will enable us to set up an online classroom with relevant course information, announcements and resources that are accessible to all times to every student. Technology opens up opens up opportunities for learning, earning degrees, certifications and career advancement training programs.

Asynchronous class sessions or meetings at online or virtual universities mean that more learners can access these programs; working adults, a single parent or a disabled student can be engaged in online learning on their own schedule. Moreover, there are financial benefits as learners do not have to incur expenses such as leaving their job or missing work , dependent or child care, transportation and parking expenses. Finally, learning with technology means that learners save time in traveling, taking a bus to campus or dropping off and picking up their children at daycare and this time can be devoted to learning.

I recall my own educational experiences while attending a traditional university and taking my child to childcare and picking them up every day. I would spend about 5 hours per week with these transitions and because it was a co-op campus day care, I worked 5 more hours. Just think, if I had attended online college, I could have saved 10 hours per week that could have been devoted to studies at night when my child was sleeping . I would have also had more time with my child during their formative years and I would have saved several thousand a year in childcare expenses.

I think we must keep in mind accessibility issues and diversity of our students as we set up learning environments and we can then provide options for access. For example, learners will be working from different times zones around the world, students may be traveling due to work or live in rural areas without high speed internet which will make it difficult to access high bandwidth multimedia resources. I believe we should post transcripts of all multimedia materials so all learners can access the contents of that video via a document. This will ensure access for hearing impaired learners or learners like myself that learn better with text based resources.

Accessibility issues are why I am more interested asynchronous learning environments so that autonomous learners can access in ways that are most convenient for them and at the time of day they can devote to learning (Boettcher and Donaldson, 2010). We must keep accessibility in mind when we use mobile technology as well; not all students will have access to smart phones, iPads, iPads or tablet due to the reception and coverage areas as well as cost of the devices and expense of service contracts. Mobile learning is a great tool, and it can enhance online learning, however, at the present time, it should not replace or substitute regular news, resources, postings and work in an online classroom. I canceled my smart phone plan a couple years ago due to the high costs of the data plan. I invested in Kindle Fire and can access it with wireless at my home or business and anywhere there is wifi; but I am not able to have anytime, anywhere access and that may be the case for many of our learners until we see the prices as well as reception improve.

I like the idea of using social networking sites like Twitter and Facebook to send important updates, pose questions and engage learners in dialogue outside of the classroom; these sites can be accessed with mobile devices and online for those students that are not using mobile technology ( Conrad, R., & Donaldson, 2010). Google Reader , Google Bookmarks and Google Docs are sites that save time, keep us organized and help facilitate collaboration. and I am most interested now in gaining access to the software that set up an online classroom, I need experience working with the CMS (content management system), the dashboard and to learn how to navigate in an efficient manner. I liked the Blackboard classroom that Walden University used until they made the switch over to the programs they are currently using. I would love to have the opportunity to use this program and set up a course for part of a final project in M.S. In Education degree program.

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. San Francisco, CA: Jossey-Bass.