Student Perceptions of Plagiarism Avoidance Competencies:  An Action Research Case Study

MacLennan, Helen

doi:10.14434/josotl.v18i1.22350

Cited by 7 publications

(4 citation statements)

References 7 publications

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“…Recent studies have shown that the dropout rates for students enrolled in online courses is 10-20% higher than those of traditional face-to-face programs (Allen & Seaman, 2013;Allen & Seaman, 2017;Hung et al, 2010;Online Learning Consortium, 2018). Another stigma that has been linked to online education is the real and perceived vulnerability of this modality to acts of plagiarism and other forms of violations to academic integrities (MacLennan, 2018;McAllister & Watkins, 2012).…”

Section: The State Of Distance and Online Educationmentioning

confidence: 99%

Predictors of Persistence and Success in Online Education

Mejri¹

2022

Preprint

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Section: The State Of Distance and Online Educationmentioning

confidence: 99%

Predictors of Persistence and Success in Online Education

Mejri¹

2022

Preprint

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“…To one set of scholars-plagiarism takes place in academia solely because of learners' inefficiency in academic literacy, laziness, ineffective time management etc (Newton, Wright, & Newton, 2014;Kayaoglu, Erbay, Flitner & Saltas, 2016). Conversely, the other faction of researchers summons to shift the focus-from the shortcomings of students to the responsibilities of respective education institutions and academics as accountable for plagiaristic behavior of students (Pecorari & Petric, 2014, Foltynek, Rybicka and Demoliou, 2014, Bretag, 2013, and MacLennan, 2018. These scholars advocate that providing rules and regulations and reinforcing those merely cannot ensure deterring students from plagiarism; rather learners need extensive training in academic writing which includes referencing and citation techniques and moral education as well.…”

Section: Theories Concerning Reasons For Plagiarismmentioning

confidence: 99%

An Overview of Theories Explaining Plagiaristic Behavior of Students

2019

JEP

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In academic writing, creating own text integrating appropriate sources is one of the troublesome areas for both L1 (for whom English is the first language) and L2 (for whom English is the second language) writers. As a result, to meet the writing demand of the academia an inexperienced writer adopts the technique of using other peoples' language and concepts without acknowledging the source-which is known as "plagiarism", a kind of academic dishonesty. However, there has been an outstanding dichotomy among the researchers regarding the reasons for plagiarism in academic writing committed by students. One group of researchers consider students as solely responsible for committing plagiarism. By this cohort of researchers, students'-lack of knowledge and skill in source acknowledgement, poor time management, busy schedule, procrastination, deficiency in academic writing, absence of ethical reasoning, attaining recognition-are mentioned as primary reasons of plagiarism. On the other hand, the other group of scholars brings forth the issue of responsibility of the educational institutions and academics as well. In this review, standpoints of scholars of both the schools explaining reasons of plagiarism are presented in a brief.

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“…In addition, it also has a negative impact related to dishonesty issues, one of which is due to the ease of accessing information. Someone will easily claim a statement or information about their idea without citing or quoting the source, termed plagiarism [7], [8]. When admitting plagiarism, students sometimes copy and paste the idea from the internet, do not paraphrase the text at all, and not include the citations.…”

Section: Introductionmentioning

confidence: 99%

The Faculty Awareness on Plagiarism Issue

Hasanah¹,

Dewantara²

2022

Advances in Social Science, Education and Humanities Research

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The issue of plagiarism is increasingly widespread along with technological developments. The ease of accessing digital information forces academics to be more attentive to the issue of plagiarism. Related to the issue, this study explores the awareness of academics on the act of plagiarism. This study applied a quantitative method using a questionnaire involving 55 faculties at IAIN Bone. The result of the study shows that about 92.7% of the faculty dedicated to introducing general knowledge of plagiarism, including the terms and forms of plagiarism to students, then 63% the faculty find the students they teach or supervise committing plagiarism in academic writing, in addition approximately 85, 5%, made certain efforts related to the prevention of students' plagiarism. Kinds of prevention efforts that the faculty eventually done include introducing students to the risks of plagiarism, educating students on how to deal with plagiarism through providing tips and tricks to avoid it, warning students by giving sanctions for those who commit plagiarism, and using plagiarism detection tools/software to detect plagiarism on students' assignment. In conclusion, academics have made efforts to introduce the issue of plagiarism to students but still need to make continuous efforts to minimize the occurrence of academic dishonesty, especially plagiarism issues at the higher education level.

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Student Perceptions of Plagiarism Avoidance Competencies: An Action Research Case Study

Cited by 7 publications

References 7 publications

Predictors of Persistence and Success in Online Education

Predictors of Persistence and Success in Online Education

An Overview of Theories Explaining Plagiaristic Behavior of Students

The Faculty Awareness on Plagiarism Issue

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