Teaching Students about Plagiarism Using a Web-Based Module

Autor/in	Stetter, Maria Earman
Titel	Teaching Students about Plagiarism Using a Web-Based Module
Quelle	In: Journal of Further and Higher Education, 37 (2013) 5, S.675-693 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2012.684035
Schlagwörter	Learning Modules; Plagiarism; Teacher Education Programs; Likert Scales; Knowledge Level; Participant Satisfaction; Blended Learning; Web Based Instruction; Learning Experience; Revision (Written Composition); Cheating; Graduate Students; Undergraduate Students; Educational Quality; Specialization; Cohort Analysis; Instructional Effectiveness; Prevention + Suchen Sie Ihr Suchwort? Learning module; Lernmodul; Plagiat; Likert-Skala; Wissensbasis; Web Based Training; Lernerfahrung; Korrektur; Prellen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Quality of education; Bildungsqualität; Arbeitsteilige Spezialisierung; Kohortenanalyse; Unterrichtserfolg; Prävention; Vorbeugung
Abstract	The following research delivered a web-based module about plagiarism and paraphrasing to avoid plagiarism in both a blended method, with live instruction paired with web presentation for 105 students, and a separate web-only method for 22 other students. Participants were graduates and undergraduates preparing to become teachers, the majority of whom were pursuing certification in elementary education. After the module, students practised paraphrasing with their own written example, then took a Likert-scale survey about their perceptions of the module and provided demographic information. The majority of students expressed a high level of satisfaction with not only the module itself but also their own increased knowledge about paraphrasing and plagiarism. Graduate students and students in the live group felt that pairing an instructor with the module furthered their understanding of paraphrasing. Students who identified themselves as having cheated felt that they had better learned how to paraphrase from the module compared with students who reported themselves as never having cheated. Responses from the web group were low considering the amount of students invited to participate. Students in the live group who had instructor-led discussion felt it contributed to their understanding of paraphrasing, while students in the web group wished for more instructor-led interaction. Outcomes on the student-written paraphrase were weaker than anticipated, with only half of the group producing good or excellent paraphrases. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10