Plagiarism: To What Extent it is Understood?

Ali, Wan Zah Wan; Ismail, Habsah; Cheat, Tan Tien

doi:10.1016/j.sbspro.2012.09.320

Cited by 21 publications

(17 citation statements)

References 13 publications

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“…However, this problem is becoming more worrying with the use of internet that allows students' and researchers' easy access to plagiarism. [28] Students have been the typical focus for researches conducted on plagiarism as the committers of unethical behaviors, and less attention has been given to academic researchers as possible contenders for such behaviors. [10] Accordingly, the current study is conducted aiming to implement a one-day workshop to introduce the plagiarism concept as one of research misconducts and to compare between knowledge of Nursing faculty member pre and immediately post workshop.…”

Section: Discussionmentioning

confidence: 99%

Implementing plagiarism awareness workshop to nursing faculty members, Damanhour University

ElDin

Ela²

2016

JNEP

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Background and objective: Plagiarism is defined as intentionally and without agreement presenting someone else's ideas or words, as one's own work. Plagiarism by academics occurs due to the growing pressure to publish research, in addition to increasing burden to publish in high-impact top-tier journals. The present study aims to implement a plagiarism awareness workshop to Nursing Faculty members to introduce the plagiarism concept as one of research misconducts and to compare between knowledge of Nursing faculty member pre and immediately post workshop. Methods: The study was conducted at Faculty of Nursing, Damanhour University. Subjects: The study subject included 51 working full time nursing faculty members who agreed to participate in the workshop. Study instrument: the researchers had developed a self-administered questionnaire which was designed to assess the nursing faculty member's perceptions of plagiarism. Results: The current study results showed that 55% of participants have fair knowledge about plagiarism as compared to 11.7% whom knowledge level is poor. Also, it was found that the highest percentage of participants (96.1%) was among those who refused plagiarism post workshop with a significant difference (p = .001) between responses pre and post workshop. Moreover, the highest median of change (19.23) was among age group 40-50, while the lowest median (3.23) was recorded for the age group 30-with a significant difference between groups (p = .002). Regarding the participants' titles, the highest median (20.69) was among assistant professor while the lowest median (-1.72) was among clinical instructor with a significant difference recorded (p = .050). Conclusions: The current study findings concluded significant positive changes in the level of knowledge of the participants after implementation of workshop.

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Section: Discussionmentioning

confidence: 99%

Implementing plagiarism awareness workshop to nursing faculty members, Damanhour University

ElDin

Ela²

2016

JNEP

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“…Interestingly, as a study in Malaysia by Ali, Ismail, and Cheat (2012) found, students were able to identify many examples of plagiarism, but did not regard buying essays or copying from a friend as plagiarism. However, it is unclear from the report whether students regarded these practises as acceptable, or unacceptable, but not defined as plagiarism.…”

Section: The Understanding and Treatment Of Plagiarismmentioning

confidence: 95%

A double-edged sword: the merits and the policy implications of Google Translate in higher education

Mundt

Groves

2016

European Journal of Higher Education

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Machine translation, specifically Google Translate is freely available on a number of devices, and is improving in its ability to provide grammatically accurate translations. This development has the potential to provoke a major transformation in the internationalisation process at universities, since students may be, in the future, able to use technology to circumvent traditional language learning processes. While this is a potentially empowering move that may facilitate academic exchange and the diversification of the learner and researcher community at an international level, it is also a potentially problematic issue in two main respects. Firstly, the technology is at present unable to align to the socio-linguistic aspects of university level writing and may be misunderstood as a remedy to lack of writer language proficiency -a role it is not able to fulfil. Secondly, it introduces a new dimension to the production of academic work that may clash with Higher Education policy and, thus, requires legislation, in particular in light issues such as plagiarism and academic misconduct. This paper considers these issues against the background of English as a Global Lingua Franca, and argues two points. First of these is that HEIs need to develop an understanding and code of practice for the use of this technology. Secondly, three strands of potential future research will be presented.

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“…This timeline can be stressful for the student and the final result can be exasperating for the instructor, as punctuation, spelling, and grammar rules are usually ignored (e.g., Nunberg, 1983) and plagiarism can be rampant (e.g. Ali, Ismail, & Cheat, 2012). The video assignment aims to alleviate at least some of these concerns.…”

Section: Investigation Assignmentmentioning

confidence: 99%

“…ntroductory Astronomy courses are a mainstay of course offerings in colleges around the United States and Canada (e.g., Fraknoi, 1998), reaching almost 200,000 American students at four-year colleges and over 50,000 American students at two-year colleges in 2011-2012(Mulvy & Nicholson, 2014. For generations, the night sky has spurred curious eyes to look up, and telescopes such as the Hubble Space Telescope and Cassini have sent back to Earth amazing images of celestial bodies that are appreciated by scientists and nonscientists alike.…”

Section: Introductionmentioning

confidence: 99%

Video Killed the Writing Assignment

Zellner

2018

JAESE

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An introductory Astronomy survey course is often taken to satisfy a college graduation requirement for non-science majors at colleges around the United States. In this course, material that can be broadly categorized into topics related to “the sky”, “the Solar System”, “the Galaxy”, and “cosmology” is discussed. Even with the wide variety of topics in these categories, though, students may not be 100% interested in the course content, and it is almost certain that a specific topic about which a student wishes to learn is not covered. To at least partly address these issues, to appeal to all of the students in this class, and to allow students to explore topics of their choice, a video project has been assigned to students at Albion College as a class activity. In this assignment, students are asked to create a video of a famous (or not) astronomer, astronomical object or discovery, or telescope observatory to present to the class. Students work in pairs to create a video that is original and imaginative and includes accurate scientific content. For this project, then, students use a familiar technology and exercise their creativity while learning a little (or a lot of) science along the way. Herein data on types and topics of videos, examples of videos, assignment requirements and grading rubrics, lessons learned, and student comments will be discussed and shared.

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Plagiarism: To What Extent it is Understood?

Cited by 21 publications

References 13 publications

Implementing plagiarism awareness workshop to nursing faculty members, Damanhour University

Implementing plagiarism awareness workshop to nursing faculty members, Damanhour University

A double-edged sword: the merits and the policy implications of Google Translate in higher education

Video Killed the Writing Assignment

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