Plagiarism Detection and Prevention

Plagiarism is a concern schools of all types must address. Plagiarism is when students use information without properly citing the source. Jocoy and DiBiase (2006, p. 2) state that “The Council of Writing Program Administrators states that “Plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) materials without acknowledging its source” (as cited in Quinn, 2006).” However, in the same study Jocoy and DiBiase also recognizes that the majority of plagiarism seems to be unintentional and the lack of knowing or understanding what constitutes plagiarism. While the casual use of such information may not directly be considered plagiarism by some educational institutes, it is still a form of academic dishonesty as Dr. Rena Palloff explain (Laureate Education, 2012). Most often students do not seem to be aware of the errors they are making. This is where detection software, the design of assessments, and additional strategies can help both students and instructors.

·         What plagiarism detection software is available to online instructors?

There are many plagiarism software programs and websites to help online instructors. Turnitin is a flexible software that compares the turned in product to vast databases of materials looking for too much likeness to original texts. Turnitin is especially nice for institutes that also have internal databases for assignments turned into the school which allows for the searching of assignments previously turned in also. This can help catch plagiarism as well as blatant cheating in the form of using someone else’s work or previous work the student has used in another class. If the budget is too tight to afford a license, there are free options for detection. Grammarly is free to use and can even be added to some browsers which check for spelling and grammatical errors in writing. Grammarly also has a plagiarism detection option which I have always used with great success.

·         How can the design of assessments help prevent academic dishonesty?

Assessments and their grading criteria should clearly state all expectations the students should follow. These should be part of an expectation management strategy that also includes notification of the detection software being used, the penalties for dishonesty, and resources that show proper use of cited or paraphrased materials (Laureate Education, 2012). This expectation management strategy needs to be readily available at all times to the students and instructor for reference and assistance. Assessments that require students to think critically or compare in their own words are more appealing for the sake of avoiding academic dishonesty. Dr. Keith Pratt spoke briefly about making assessments open book with free communication between students which allows for the sharing of information rather than hindering it (Laureate Education, 2012). As Dr. Pratt points out in that video, this is an age where looking up information and collaborating with peers should be encouraged. Knowledge is rarely used in a vacuum anymore and learning that reflects the collaborative nature of the working world helps students learn realistic ways to solve problems.

·         In an effort to reduce the opportunity for plagiarism or cheating, what facilitation strategies do you propose to use as a current or future online instructor?

I would use software like Turnitin or, at least, Grammarly to help me detect plagiarism. I would also try to find ways like Dr. Pratt to make the assessments themselves so involved that sharing information and looking things up would be encouraged instead of discouraged. As Dr. Pratt (Laureate Education, 2012) points out “Real life situations are that if you run into something, you’re given the assignment to do, your boss is not going to tell you, OK, lock yourself in the bathroom and you don’t have access to a computer. You don’t have access to other people.” Unless specifically told it is not allowed collaboration and investigation should be encouraged as it reflects the way problems are solved in the real world more authentically.

·         What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?

The Internet has changed how people learn and communicate in ways that need to be considered within education also. Before the Internet came along, it was a lot easier to see if people were cheating because students sat together and could be viewed but the Internet allows people from all over the world to sit in private while being socially active in their learning. Youth no longer sees the need to memorize things like we did back before the Internet because within a few seconds they can find the most up-to-date answer possible from the greatest memory in existence, the web. Working together, sharing ideas, collaborating on a topic while doing separate tasks are how the younger generations think, and it is how workplaces truly work. Online education needs to recognize this and rethink assignments to reflect these social mechanics. Also, because of the Internet, I feel that plagiarism avoidance needs to be actively taught to students repeatedly throughout their courses. Having access to virtually all information ever made requires us to be responsible in how we represent it in our work also. We need to give credit where it is due, and we need to recognize when our work is built on the work of others because they helped to make it happen. Most of us would like recognition for the hard work we do, so it is simply about mutual respect to do the same for the efforts of those we use.

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. Retrieved from the Walden Library databases. 

Laureate Education, Inc. (Executive Producer). (2012). Plagiarism and cheating. Baltimore, MD: Author.

Impact of Technology on Adult Learning

Technology impacts all facets of life anymore, and education is no exception. Online education exists because of technology. In grade and high school kids now are born with technology as much a part of their lives as cars have been for my generation, they are simply there. These younger generations are called digital natives (Kisling & Williams, 2015). For adults of various ages though technology is still seen as mostly for entertainment, but this is because they do not necessarily understand the technology or how to use it to their advantage. These older adults that are unfamiliar with technology are called digital immigrants (Kisling and Williams, 2015). This gap between digital immigrants and natives poses unique problems for online adult education. The technology and resources used for online adult education can have a profound impact on the learners, educator, what they learn, and how well they can succeed.

The Impact of Technology on Adult Learning

The effects of technology on education have been far reaching. No longer are learners bound to their local libraries or volumes upon volumes of encyclopedias which may or may not have current information. Thanks to mobile devices, computers, and the Internet up-to-the-minute information is at our fingertips. However, as most who use the Internet quickly learn, not all information to be found there is useful or valid, and yet it can often be presented as if it were empirical facts. Consumers of this information must learn to verify and authenticate the information found through critical thinking and research. Technology, like any tool, is only as useful as the person using it and their knowledge of how the tool works. Two different people could use the same search engine, for example, to look for the same thing and find completely opposing information depending on their knowledge of how to search properly. As with all tools, it can be used for “good or evil” depending on the motives of the person creating the information or the person using said information.

Before even making it online though the learner needs to understand the computer, or mobile device they intend to use. This can be an education all on its own. Fear of the unknown and being worried that something will break have been the most common reasons for not learning the technology or being hesitant around it. These are valid fears as computers are often expensive pieces of machinery that can be broken but that fear also needs to be tempered with curiosity and the desire to learn about technology that is here to stay it seems.

Instructor Considerations for Incorporating Technology into the Learning Environment

Some factors instructors or instructional designers must take into account are the variety of life experiences, the level of technological expertise, work experience, age, geography, and access to software and computer accessories such as audio and video. No matter what hardware or software is chosen a solid support team for the use and troubleshooting of those methods must also be in place. Students should always have readily available help for any methods and resources a class uses. This help can come in the form of instructional videos, audio, help files, or even customer support depending on the needs of the student.

It is important to remember that even though online learning is based around technology that using it just for the sake of it is also not a wise idea. Boettcher and Conrad (2010, p. 57) offer this advice, “You may not be feeling quite ready to tackle all of the tools that are available for your online course. This is actually wise. The best approach for teaching a first online course is to keep it simple.” They recommend picking a few essential tools and once comfortable build around those tools slowly. Also, as an instructor I feel it is our duty to make sure we know how to fully use any tool we expect our learners to use. If we do not understand then, we cannot reasonably expect them to or to understand their use of the tools.

Implications of Usability and Accessibility on Adult Learning

Usability and accessibility are, in my opinion, the greatest hurdle to adult learning. Having unimpeded access to the technology and resources are a requirement for expecting them to learn effectively. The tools being used need to be usable meaning they are clean and easy to understand or provide detailed help as needed through help centers or similar.

When a technology-deficient learner comes into an adult learning environment that uses technology it can create chaos for the class as a whole, it can break down the flow of learning the instructor prepared for, and it can cause the learner to become overwhelmed and discouraged. This can be helped by entry-level courses that are designed specifically to teach the learner about their learning platform and resources they will be required to use such as libraries, web tools, and help access points. When I took my bachelor's program, we had an entry level class available that was not required but was recommended. When I began my master’s level program, there was no such entry level class. I personally feel my classmates and myself, in both programs, should have been required to take a course “showing us the ropes” as it were. Even though this class would be a repeat for someone going from one level to the next a refresher does not cause harm and might remind students of things they forget, as well as introducing anything new.

Most Appealing Online Teaching Technologies to Me

To me, the most appealing online technologies are those that encourage communication in the early phases of the learning. Emails, announcements, discussion boards, and even audio or video are essential I believe when students and instructor are still new to each other (Boettcher & Conrad, 2010). These same tools are also used throughout the entire learning experience which means their utilization and importance need to be established right from the start the same as the syllabus and expectations of student and instructor.

I am also a fan of the instant communication technologies such as texting, instant messaging, and chat programs that allow for anything from text to full audio and video. While adult learners have many things to juggle in their lives such as family, work, education, and other responsibilities I do think that stress can be reduced when people can have questions answered as soon as possible. I log into my school platform once or twice a day but this can be 12+ hours apart and during that time many people could have a quick question that takes only a moment to reply, however, they could be stuck until they do get that answer. All of the instant communications methods can easily be set aside during down times like sleep or work by simply muting the notification sounds and can be addressed whenever the time is available. To me, this feeling of someone being “right there” when needed helps to reduce the feeling of being alone and separate from the learning and other people in the class.

The need to understand all of the tools the learning platform offers from course management systems to rubrics should go without saying as they are the foundation that all of the learning is built upon or within. Taking time to learn our workspace, even if it is online, benefits everyone involved. Feeling at home in the learning environment is important for an educator as they are the first impression of the learning process and their authenticity can shape how the learner feels about the learning and the educational institution.

Conclusion

Technology is the future of every aspect of life it seems, and education is no exception. It can be as helpful or detrimental to learning as we make it. There is a saying in the computer world that goes something like this, a computer is only as smart as its user. This saying is very true as a computer can only do what it is told and if the user does not understand what it can do they cannot instruct the tool to work for them. As long as we consider our learners, the needs of the instructors, and the access to help that any party may need we can bridge the gap between those that make technology work for them and those that may still be newer to what it has to offer.

References

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Kisling, E., & Williams, S. (2015). The Virtual Early College Dilemma: Digital Immigrants versus Digital Natives in the Classroom! In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (pp. 1022–1026). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved from http://www.editlib.org/p/152120.