For Whom Is the Feedback Intended? A Student-Focused Critical Analysis of Turnitin Software as a Tool for Learning

Autor/inn/en	Abrahamson, Earle Derek; Mann, Jonathan
Titel	For Whom Is the Feedback Intended? A Student-Focused Critical Analysis of Turnitin Software as a Tool for Learning
Quelle	In: Journal of Pedagogical Research, 2 (2018) 3, S.145-166 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Abrahamson, Earle Derek)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2602-3717
Schlagwörter	Feedback (Response); Student Attitudes; Cheating; Plagiarism; Computer Software; Academic Language; Citations (References); Teaching Methods; Literary Genres; Writing Evaluation; Case Studies; Tutors; Teacher Attitudes; Writing Instruction; Standards; Grounded Theory; Content Analysis; Search Strategies; College Faculty; College Students; Writing (Composition) + Suchen Sie Ihr Suchwort? Schülerverhalten; Prellen; Plagiat; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Citations; Zitat; Teaching method; Lehrmethode; Unterrichtsmethode; Literarische Form; Case study; Fallstudie; Case Study; Förderlehrer; Lehrender; Tutor; Lehrerverhalten; Schreibunterricht; Standard; Inhaltsanalyse; Suchstrategie; Fakultät; Collegestudent; Schreibübung
Abstract	Online systems like Turnitin have been identified as way to improve the quality of work that students submit. Related to this, recent studies concerned with Turnitin have foregrounded its capacity as an educative tool that improves students' understanding of academic misconduct. Academic writing, and the ability of students to appreciate feedback as a significant component of learning is often hidden behind the technological platform of Turnitin. In many cases Turnitin is conceived as software used to detect dishonesty and frame students for inappropriate citation, or misuse of referencing. We seek to address this, by examining more the pedagogical value of online feedback systems in the context of widening participation and TEF. Significantly expanding the discussion beyond plagiarism, taking a genre-based approach, and positioning both academic writing and Turnitin/feedback within the context of academic literacies, this paper intervenes with current debates. The case study draws on qualitative data recorded from students, tutors, and the Turnitin software system. By doing so, insights are generated into best software practice that have profound implications for HEIs, most especially those with widening participation agendas. Based on these data, the study provides a series of practical software development recommendations to help raise standards amongst student writing. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01