How Well Do Canadian Distance Education Students Understand Plagiarism?

Autor/in	Kier, Cheryl Ann
Titel	How Well Do Canadian Distance Education Students Understand Plagiarism?
Quelle	In: International Review of Research in Open and Distance Learning, 15 (2014) 1, S.227-248 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Plagiarism; Error Patterns; Online Courses; Distance Education; College Students; Phrase Structure; Identification; Psychology; Writing Skills; Multiple Choice Tests; Vignettes; Canada + Suchen Sie Ihr Suchwort? Ausland; Plagiat; Fehlertyp; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Collegestudent; Phrasenstruktur; Identifikation; Identifizierung; Psychologie; Writing skill; Schreibfertigkeit; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Kanada
Abstract	This project ascertains how well students taking online, distance education courses at a Canadian university recognize plagiarised material and how well they paraphrase. It also assesses the types of errors made. Slightly more than half of 420 psychology students correctly selected plagiarised phrases from four multiple choice questions. Only a minority was able to rewrite a phrase properly in their own words. A more diverse sample of university students also had difficulty recognizing plagiarised passages from multiple choice options. The poor ability of students to identify plagiarised passages may suggest poor understanding of the concept. Students may benefit from training to improve their understanding of plagiarism. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10