Readymade Solutions and Students’ Appetite for Plagiarism as Challenges for Online Learning

Sorea, Daniela; Roșculeț, Gheorghe; Bolborici, Ana-Maria

doi:10.3390/su13073861

Cited by 18 publications

(16 citation statements)

References 56 publications

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“…We designed the types of interventions for online AD, which consists of the dimension of target behaviour and the dimension of technological complexity. Sorea et al (2021) summarized five categories of solutions for the problem of plagiarism: better trained students, more involved teachers, the use of anti‐plagiarism software, clear anti‐plagiarism policies, and ethical education of youth. All five categories have been discussed in the types of interventions for online AD.…”

Section: Discussionmentioning

confidence: 99%

A systematic review of academic dishonesty in online learning environments

Chiang

Zhu

2022

Computer Assisted Learning

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Background: During the COVID-19 pandemic, online learning has played an increasingly crucial role in the educational system. Academic dishonesty (AD) in online learning is a challenging problem that represents a complex psychological and social phenomenon for learners. However, there is a lack of comprehensive and systematic reviews of AD in online learning environments.Objectives: This study presents a systematic study of AD in online learning environments to delineate its trends and uncover potential areas for further research.Methods: We conducted this review based on various sources of evidence-based research and followed the guidelines of the PRISMA statement and procedure for selection. After the exclusion criteria were employed, 59 eligible articles were selected and then analysed in a descriptive overview. Two frameworks were identified in the structured content analysis to analyse these articles. One was the framework of Gilbert's Behaviour Engineering Model (BEM), and the other was the types of interventions for online AD, where 36 articles were analysed. Results and Conclusions:The descriptive results showed that most studies used quantitative methods and focused on students. The analysis results of influencing factors under the BEM framework showed that the category of environment support and tools accounts for the largest proportion.

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Section: Discussionmentioning

confidence: 99%

A systematic review of academic dishonesty in online learning environments

Chiang

Zhu

2022

Computer Assisted Learning

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“…Students are allowed to use a digital dictionary or smartphone in class (sometimes students will also bring their laptops or tablets) to translate unfamiliar words. However, too much reliance on technology could cause some problems, such as plagiarism of their reports (cut and paste from the internet) [ 99 ].…”

Section: Resultsmentioning

confidence: 99%

Experiences and Challenges of an English as a Medium of Instruction Course in Taiwan during COVID-19

Lin

Wen

Ching

et al. 2021

IJERPH

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Recently, Taiwan’s higher education has been impacted by COVID-19 and the necessity of English as a Medium of Instruction (EMI). In 2018, the Taiwanese government approved a roadmap for the development of a bilingual nation by 2030. This resulted in a renewed focus on EMI. However, the fluctuating surges of COVID-19 have caused university classes to shift from face-to-face to online. To assess its effectiveness, the current paper describes the quantitative and qualitative experiences and challenges associated with a blended EMI course within a private Taiwanese university. The data was collected from the students in the spring semester of 2020 (40 students) and 2021 (23 students). Overall satisfaction rate is calculated at 4.13; indicating that the transition from face-to-face to online has not affected the students’ overall satisfaction with the course. In addition, interviews and focus groups respondents pointed out the importance of a student-centered course approach and the opportunity to practice English in order to improve their competitiveness. While the flexibility offered by the blended learning approach during COVID-19 has given students more freedom to learn at their own pace. Lastly, in times of uncertainty, a careful pedagogical design will help to make the learning process fruitful and sustainable.

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“…Students may Plagiarism may even occur unconsciously, for instance, when reading a document and later thinking that your ideas are your own (Moss et al, 2018). Sorea et al (2021) summarized five categories of solutions to the problem of plagiarism, namely improving student training, empowering more engaged teachers, using anti-plagiarism software, enforcing clear anti-plagiarism policies, and educating young people on ethics. These solutions may be translated into general elements of the academic field, such as improving learning and teaching strategies, valuing activities promoting personal and professional development, encouraging collaboration and reducing competition, in addition to including specific elements to reduce plagiarism, such as conceptually defining plagiarism, teaching students appropriate referencing and paraphrasing strategies, highlighting the study reviewed to avoid plagiarism and using similarity detection software.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of intervention programs in reducing plagiarism by university students: a systematic review

Miranda-Rodríguez,

Sánchez-Nieto,

Ruiz-Rodríguez

2024

Front. Educ.

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IntroductionPlagiarism in universities is a problem with potential academic, social, ethical, and legal implications. Systematic review research on academic integrity programs, including plagiarism, has been conducted, but few studies have assessed plagiarism. Therefore, this review synthesizes knowledge on the effect of educational interventions designed to prevent or reduce plagiarism by university students.MethodA systematic review was performed using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) criteria to analyze experimental or quasi-experimental studies aimed at reducing plagiarism through objective assessments. The search strategy was implemented in Web of Science, PubMed, Scopus, PsycArticles, ProQuest, ERIC, Redalyc, SciELO, and Tesiunam.ResultsSix interventions were evaluated, and 1,631 undergraduate students were included pursuing different majors from different universities. The intervention and assessment strategies varied considerably between studies, 5 of which reported a lower plagiarism frequency in the intervention group than in the control group.ConclusionThe results suggest that interventions with practical elements, such as plagiarism detection, paraphrasing, citation skills, in addition to using software to identify similarities, may reduce plagiarism. However, few studies include an objective evaluation, so more research is needed.Systematic review registrationhttps://inplasy.com/inplasy-2023-7-0104/.

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Readymade Solutions and Students’ Appetite for Plagiarism as Challenges for Online Learning

Cited by 18 publications

References 56 publications

A systematic review of academic dishonesty in online learning environments

A systematic review of academic dishonesty in online learning environments

Experiences and Challenges of an English as a Medium of Instruction Course in Taiwan during COVID-19

Effectiveness of intervention programs in reducing plagiarism by university students: a systematic review

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