Academic Cyberplagiarism: Tracing the causes to reach solutions

Comas, Rubén; Sureda, Jaume

doi:10.7238/d.v0i10.505

Cited by 10 publications

(11 citation statements)

References 8 publications

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“…If that behaviour is tolerated that seriously damages the reputation of academic and scienti c community, devaluates learning processes and leads to production of deceitful experts (16,17). Our focus of interest, in the present paper, is plagiarism, as one of the most common forms of academic misconduct and often not considered as serious offence among students (4,7,18,19). Plagiarism can be widely de ned as misappropriation of other's people work, words or ideas, claiming to be one's own and giving to perpetuator undeserved bene ts (1,5,20).…”

Section: Introductionmentioning

confidence: 99%

“…The Internet became an unfailing source for students' seminars and papers, worsening the already alarming situation among students (21). Occurrence of academic plagiarism is, among other elements, a ected by students' lack of knowledge on academic integrity and neglecting intellectual property (7,19,22). Previous studies indicate that lack of knowledge about plagiarism, students' propensity toward such behaviour and not understanding the seriousness of such violations increase plagiarism frequency (2,19,22,23) especially when the Internet is the source of plagiarism (21).…”

Section: Introductionmentioning

confidence: 99%

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Attitudes toward plagiarism among pharmacy and medical biochemistry students – cross-sectional survey study

et al. 2010

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Introduction: Plagiarism is one of the most frequent and serious forms of misconduct in academic environment. The cross-sectional survey study was done with aim to explore the attitudes toward plagiarism. Materials and methods: First year students of Faculty of Pharmacy and Medical Biochemistry, University of Zagreb, Croatia (N = 146) were anonymously tested using Attitude toward Plagiarism (ATP) questionnaire. The questionnaire is composed of 29 statements on a 5 point Likert scale, (1 -strongly disagree, 2 -disagree, 3 -neither agree nor disagree, 4 -agree and 5 -strongly agree) measuring three attitudinal factors (positive and negative attitude and subjective norms) toward plagiarism. Results were presented as score (mean ± SD) followed by reference range (divided in three equal parts: low, moderate and high score). Score range expends from 12 to 60 (low: 12-28; moderate: 29-45; high: 46-60) measuring positive attitude toward plagiarism, from 7 to 35 (low: 7-16; moderate: 17-26; high: 27-35) measuring negative attitude toward plagiarism and from 10 to 50 (low: 10-23; moderate: 24-37; high: 38-50) measuring subjective norms. Response rate was 99% (N = 144). Results: Results revealed moderate positive attitude (36 ± 7) and subjective norms (32 ± 6) toward plagiarism and moderate to high negative attitude (26 ± 4). Plagiarism is perceived as not very important (63% of students), harmless (59%), justi ed under special circumstances (42%), and sometimes necessary (35%). Conclusion: Students' attitudes re ect insu cient level of seriousness and awareness with which plagiarism is perceived. They are lacking knowledge on scienti c methodology, academic and scienti c misconduct. Plan and program to educate students about academic integrity and research methodology is required on all educational level.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Attitudes toward plagiarism among pharmacy and medical biochemistry students – cross-sectional survey study

et al. 2010

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“…Existe, pues, una falta de información por parte de los centros universitarios hacia el estudiantado sobre lo que se considera un uso malintencionado de la información, y este hecho, si no alienta, sí contribuye a la percepción distorsionada que los estudiantes tienen sobre esta práctica. Si bien en el marco académico el profesorado suele sancionar al alumnado infractor con la reducción de su calificación, el suspenso directo de la asignatura o incluso la revocación y retirada de un título académico ya expedido (Comas & Sureda, 2008a), en nuestro país, la falta de legislación y jurisprudencia que regula dichas prácticas deshonestas en este contexto se hace evidente. A ello se añade que el sistema educativo actual premia el resultado por encima del proceso (Comas & Sureda, 2008b) contribuyendo con ello al declive de la creatividad, la imaginación o el fomento del pensamiento crítico en las aulas universitarias, lo cual es una contradicción si tenemos en cuenta la cantidad de herramientas y fuentes de documentación a las que tenemos acceso hoy en día.…”

Section: Factores Que Ayudan a Entender El Ciberplagio En La Enseñanzunclassified

Percepción Del Alumnado De Traducción De La Universidad Internacional De Valencia (Viu) Sobre El Ciberplagio Académico

Torres

Fons

2017

Docencia univ.

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RESUMEN. Este trabajo presenta los resultados de un estudio sobre el ciberplagio en el ámbito de la enseñanza universitaria de lenguas y de la traducción en la modalidad virtual. Tras una revisión teórica sobre el concepto y el análisis de los factores que incitan a realizar esta práctica en el contexto educativo actual, se elabora una encuesta ad hoc dirigida al alumnado de los primeros cursos del Grado de Traducción e Interpretación de la Universidad Internacional de Valencia (VIU) para analizar cómo utilizan la propiedad intelectual ajena en el desarrollo de sus actividades académicas. De los resultados alcanzados se desprende que los estudiantes (n=73) todavía no tienen muy claro cómo y cuándo referenciar sus fuentes bibliográficas y, para ello, necesitan formación. En ocasiones no recurren al ciberplagio deliberadamente, sino de manera involuntaria, ya que no son conscientes de ello. Desconocen la verdadera limitación del término, las normas del centro en materia de ciberplagio y las sanciones que deben aplicarse. De ahí que sea necesario tomar medidas urgentes dirigidas no solo a enseñarles la importancia de hacer un uso honesto de la información disponible en red, sino a intentar desarrollar su competencia informacional, lo que les permitirá transformar la información que manejan en conocimiento. ABSTRACT. This paper presents the results of a research work carried out on cyber-plagiarism in university online language teaching and translation training. Following a theoretical review of cyber-plagiarism and an analysis of the reasons behind this phenomenon in education, an ad hoc survey was conducted on students in the first courses of the Translation and Interpretation degree at the International University of Valencia (VIU). The purpose of this instrument was to analyze how students use other people's intellectual property to develop their own academic activities. From the results obtained, students (n=73) still do not have a clear idea of how and when to reference their sources. Moreover, they need some training to ensure they reference correctly. Occasionally, they do not cyber-plagiarize deliberately, but involuntarily, as they are unaware that they are doing it. They do not know the real limitation of the concept, the institution's rules concerning cyber-plagiarism, and the penalties to be applied in each case. Therefore, it is necessary to take urgent actions to teach students the importance of making an honest use of the information available on the internet, as well as to develop the students' informational competence, enabling them to transform the information they use into knowledge. RESUMO.Este artigo apresenta os resultados de um estudo sobre ciber-plágio no campo do ensino universitário de línguas e de tradução na modalidade virtual. Após uma revisão teórica sobre o conceito e a análise dos fatores que encorajam esta prática no atual contexto educacional, foi preparado um questionário ad hoc para os alunos dos primeiros semestres do Curso de Tradução e Interpretação da Universidade Internacion...

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“…Recognizing attitudes toward plagiarism (ATP) is an important basis for educating as well as deterring students from plagiarizing. [12][13][14] Positive attitudes toward research enable the problem to be solved quickly while a negative attitude hampers the efforts toward research.…”

Section: Introductionmentioning

confidence: 99%

Exploring attitude toward research and plagiarism among faculty members and senior residents in a medical school of North India: A cross-sectional study

Kumari¹,

Langer²,

Singh³

et al. 2018

Int J Med Sci Public Health

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Academic Cyberplagiarism: Tracing the causes to reach solutions

Cited by 10 publications

References 8 publications

Attitudes toward plagiarism among pharmacy and medical biochemistry students – cross-sectional survey study

Attitudes toward plagiarism among pharmacy and medical biochemistry students – cross-sectional survey study

Percepción Del Alumnado De Traducción De La Universidad Internacional De Valencia (Viu) Sobre El Ciberplagio Académico

Exploring attitude toward research and plagiarism among faculty members and senior residents in a medical school of North India: A cross-sectional study

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