Literaturnachweis - Detailanzeige
| Autor/inn/en | Powell, Lisa; Singh, Nishani |
|---|---|
| Titel | An Integrated Academic Literacy Approach to Improving Students' Understanding of Plagiarism in an Accounting Course |
| Quelle | In: Accounting Education, 25 (2016) 1, S.14-34 (21 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0963-9284 |
| DOI | 10.1080/09639284.2015.1133311 |
| Schlagwörter | Foreign Countries; Undergraduate Students; Accounting; Plagiarism; Field Studies; Intervention; Student Attitudes; Questionnaires; Likert Scales; Program Implementation; Knowledge Level; Attitude Change; Scores; Outcomes of Education; Prior Learning; Assignments; Data Analysis; Australia |
| Abstract | Plagiarism in higher education is a widespread and complex issue. Students' understanding of plagiarism differs as a result of combining their prior learning about referencing with their current experience of institutional policies and generic resources. Plagiarism was identified as a major learning issue in a core second-year undergraduate accounting course at an Australian university. The purpose of this field study was to implement and evaluate an educative, integrated, discipline-specific intervention designed to address this learning issue. In the study, the theoretical and practical components of understanding plagiarism are identified as "conceptualisation" and "application". Evaluation of students' questionnaire responses pre and post the implementation of the intervention showed an improvement in their understanding of plagiarism, both conceptually and in the application of their knowledge. Furthermore, students' reflections evidenced that they perceived positive changes in their understanding of plagiarism post intervention. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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