Plagiarism: Do Students Know What It Is?

Dawson, Maureen; Overfield, Joyce

doi:10.3108/beej.8.1

Cited by 47 publications

(43 citation statements)

References 3 publications

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“…The final point that we would like to address is that of ensuring that students clearly understand the boundaries defined for each course, since a lack of understanding with respect to such boundaries is also a leading cause of plagiarism (Yeo, 2007;Wilkinson, 2009;Owunwanne, Rustagi, & Dada, 2010). To this end, we recommend presenting some of the scenarios of Barrett and Cox (2005) with the students (as discussed previously), to concretely demonstrate what kinds of activities are permitted in the course (this is similar to the approach advocated by Dawson and Overfield (2006)). At minimum, this will assist conscientious students in their efforts to work responsibly with their peers.…”

Section: Mitigating Confusionmentioning

confidence: 99%

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

Jabbour¹

2014

Informatics in Education

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We present an overview of the nature of academic dishonesty with respect to computer science coursework. We discuss the efficacy of various policies for collaboration with regard to student education, and we consider a number of strategies for mitigating dishonest behaviour on computer science coursework by addressing some common causes. Computer science coursework is somewhat unique, in that there often exist ideal solutions for problems, and work may be shared and copied with very little effort. We discuss the idiosyncratic nature of how collaboration, collusion and plagiarism are defined and perceived by students, instructors and administration. After considering some of the common reasons for dishonest behaviour among students, we look at some methods that have been suggested for mitigating them. Finally, we propose several ideas for improving computer science courses in this context. We suggest emphasizing the intended learning outcomes of each assignment, providing tutorial sessions to facilitate acceptable collaboration, delivering quizzes related to assignment content after each assignment is submitted, and clarifying the boundary between collaboration and collusion in the context of each course. While this discussion is directed at the computer science community, much may apply to other disciplines as well, particularly those with a similar nature such as engineering, other sciences, or mathematics.

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Section: Mitigating Confusionmentioning

confidence: 99%

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

Jabbour¹

2014

Informatics in Education

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“…All of this indicates that the reasons behind plagiarism are multiple and complex (Dawson and Overfield, 2006;Park, 2003).…”

Section: Introductionmentioning

confidence: 99%

Plagiarism in the academic context: A study of Iranian EFL learners

Ahmadi

2014

Research Ethics

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The present study was an attempt to shed light on the status of plagiarism in the Iranian academic context. It tried to survey the EFL learners' perceptions of and reasons for different types of plagiarism. To this end, 132 EFL learners from different Iranian universities took part in the study. The data were collected through using a questionnaire specifically designed to gather information on plagiarism. The results indicated that plagiarism is quite common in the Iranian EFL context as different types of plagiarism are employed by the students. Many students were found not to have a negative attitude toward plagiarism. The results also indicated that gender, marital status and occupational status did not have a significant effect on plagiarism, whereas academic level, field of study, and age played a significant role in this regard.

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“…One suggested explanation is the perceived decline in students' academic abilities, as open entry policies over the last two decades have led to a more diverse range of students entering universities (Dawson and Overfield 2006). The development of the Internet and its use as a resource for learning and research is believed to be another factor contributing to increased plagiarism (Park 2003;Selwyn 2008).…”

Section: Prevalence and Predictors Of Plagiarismmentioning

confidence: 99%

“…The development of the Internet and its use as a resource for learning and research is believed to be another factor contributing to increased plagiarism (Park 2003;Selwyn 2008). The development of the Internet enables students to readily access a vast amount of information (Dawson and Overfield 2006;Sutherland-Smith 2008) which they can easily cut and paste into an assignment or, alternatively, students can download existing assignments (Chandrasoma et al 2004) or pay an online "paper mill" to provide a custom written assignment. It has also been suggested that because students are accustomed to downloading music and information free of charge from the Internet, it is possible they have come to believe that Internet-sourced resources that do not require payment also do not require attribution (Blum 2009;Sutherland-Smith 2008).…”

Section: Prevalence and Predictors Of Plagiarismmentioning

confidence: 99%

“…However, within the academic literature only a handful of studies have considered students' perspectives (e.g., Blum 2009; Dawson and Overfield 2006;Gullifer and Tyson 2010;Devlin and Gray 2007;Power 2009;Wilkinson 2009). Much of the research on students' perspectives collects data via surveys and questionnaires, while other studies report on staff views of students' understandings.…”

Section: Introductionmentioning

confidence: 99%

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