Understanding “Internet plagiarism”

Howard, Rebecca Moore

doi:10.1016/j.compcom.2006.12.005

Cited by 109 publications

(56 citation statements)

References 11 publications

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“…Despite this, it is impossible to prevent students from having the possibility of using information that does not belong to them by assigning their name. In the educational activity the students work with different activities, exercises, tests or solutions to problems and all the information is just a few clicks away (Atkins & Nelson, 2001;DeVoss & Rosatti, 2002;Moore Howard, 2007). The Internet has been divided into all aspects of our lives, including university classrooms, and has opened up new ways of finding solutions for class assignments.…”

Section: Higher Education and Plagiarismmentioning

confidence: 99%

Plagiarism, Internet and Academic Success at the University

Díaz

Duart

Hinojosa-Becerra

2018

J. New Approaches Educ. Res.

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In this work, we determined, the level of incidence of the use of technologies on academic success and the incidence of interaction and experience on the level of plagiarism of university students. A sample of 10,952 students from 31 face-to-face universities in Ecuador was created. Students were classified based on their experience level, level of interaction with teachers and classmates, and the use they do with technology for academic activities. The results showed that the level of experience does not affect academic success, but does have an incidence on plagiarism levels that increase as this experience increases. Plagiarism reaches higher levels when level of experience, family income and hours of connection per day increases. Academic performance depends on the number of hours that students seek information and the number of academic videos they watch. Also, plagiarism tends to decrease as the student makes better use of technology for their academic activities.

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Section: Higher Education and Plagiarismmentioning

confidence: 99%

Plagiarism, Internet and Academic Success at the University

Díaz

Duart

Hinojosa-Becerra

2018

J. New Approaches Educ. Res.

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“…No obstante, y teniendo en cuenta que bajo el ciberplagio subyace la cultura digital, tendríamos que cambiar la ARTÍCULOS DE INVESTIGACIÓN mirada y replantearnos cómo gestionar la información y cómo utilizarla. En algún momento tendremos que entenderlo, resituándolo en lo que se ha denominado desde 1996 por el New London Group nuevas alfabetizaciones (Kalantzis & Cope, 1997;Lankshear & Knoble, 2003Kress, 2007Kress, , 2010, o el iText (Howard, 2007), la cultura juvenil que surge de la misma cultura digital (Sefton-Green, 1998;Hutchby & Moran-Ellis, 2001;Bernal & Angulo, 2013;Colás, González & de-Pablos, 2013) el sentido rizomático de identidad individual (Boyd, 2007;López y Angulo, 2015) y la mezcla informacional (Sonvilla-Weiss, 2010). El uso exclusivo de estrategias punitivas o la aplicación de software antiplagio (Ma, Wan & Lu, 2008) no resuelve el problema.…”

Section: Conclusiones Y Discusiónunclassified

Sentido, Gravedad y Razones del Ciberplagio entre el alumnado de ESO de Andalucía

Gil

Rasco

Recio

2017

icono14

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Este artículo tiene como fin mostrar parte de los resultados que se han extraído de la investigación “El plagio académico entre el alumnado de ESO de Andalucía” (EDU2009-14019-C02-02) financiado por el Ministerio de Ciencia e Innovación. El principal objetivo del proyecto fue captar cuál era la concepción del alumnado andaluz de ESO sobre el ciberplagio. Nos centraremos en las prácticas deshonestas en la elaboración de trabajos académicos: su sentido, la gravedad y las razones que las motivan entre las que destacan el desconocimiento ante lo que es plagio, la procastinación y la complejidad de las tareas que se les requieren. Como instrumento de recogida de información se utilizó un cuestionario diseñado por el grupo de investigación Educación y Ciudadanía de la UIB (EiC) (Sureda et al., 2015), del que se obtuvo una muestra de 1.170 alumnos/as. La conclusión más significativa es que la evitación del plagio requiere de un aprendizaje en las tareas de gestión, organización y presentación de información, por una parte, y por otra, la necesidad de formación en los procesos de citación de fuentes.

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“…While these initiatives demonstrate institutional concern over the impact of plagiarism on the intellectual production of universities, their credibility as centers of excellence producing quality knowledge and human resources is also at stake. Yet, dealing with problems of academic integrity at the university has called for broad approaches to education and pedagogy (Howard 2007, Power 2009, Bretag 2013. One of the issues on plagiarism among students, for example, is that while detection software may reduce this practice (Davis and Carroll 2009), the use of this tool alone is not sufficient to eliminate the practice at universities.…”

Section: Integrity -Combined Effortsmentioning

confidence: 99%

Brazilian Science and Research Integrity: Where are We? What Next?

Vasconcelos

Sorenson

Watanabe³

et al. 2015

An. Acad. Bras. Ciênc.

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Building a world-class scientific community requires first-class ingredients at many different levels: funding, training, management, international collaborations, creativity, ethics, and an understanding of research integrity practices. All over the world, addressing these practices has been high on the science policy agenda of major research systems. Universities have a central role in fostering a culture of research integrity, which has posed additional challenges for faculty, students and administrators -but also opportunities. In Brazil, the leading universities and governmental funding agencies are collaborating on this project, but much remains to be done.

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Understanding “Internet plagiarism”

Cited by 109 publications

References 11 publications

Plagiarism, Internet and Academic Success at the University

Plagiarism, Internet and Academic Success at the University

Sentido, Gravedad y Razones del Ciberplagio entre el alumnado de ESO de Andalucía

Brazilian Science and Research Integrity: Where are We? What Next?

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