Detecting Plagiarism

What plagiarism detection software is available to online instructors?

Due to the easy accessibility of information on the internet, schools have to be extra vigilant in order to prevent plagiarism in courses. There is a wealth of plagiarism detection software for online instructors to use so that students do not plagiarize information.

Turnitin.com-   Turnitin is a plagiarism check that compares papers against one another by using a large data base of work from students, newspapers and magazines. Most universities use this program in conjunction with other plagiarism detection sites.

Ithenticate- This site compares documents to documents to determine if plagiarism has occurred. It has an extensive library to check documents against, as well as the ability to use IP numbers in order to avoid plagiarism. Their library includes media, publishers, and researchers.

Safeassignment.com-  Safeassignment.com is used with the Blackboard program. This program can be used by instructors and students. Safeassignment also detects and teachs about plagiarism.is a plagiarism checker service that integrates with BlackBoard. It has an extensive library that dates back to the 1990’s. The program is unique because it can find plagiarism and complete reports in different languages.         

What facilitation strategies do you propose to use as a current or future online instructor?

Some students do not know what plagiarism is. As an instructor, we can facilitate a discussion about the issue with plagiarism. Instructors can also talk about the consequences of choosing to plagiarize at a university or college.

Other meaningful ways of stopping plagiarism is to be extremely specific with required assignments. For example, require that students insert the article or annotate bibliographies. Students should be able to work on more application type projects so that students are unable to cheat. According to Palloff and Platt (2011) It is a lot harder to cheat when the assignments are designed for students to apply their information.  Palloff and Platt (2011) further recommend that if students apply and draw upon reference materials, they will not be able to cheat as easily.  It is also suggested that instructors make assessments as authentic as possible so students won’t feel the need to cheat.

What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?

Invite students to do a search with a well- known phrase and see how quickly one of the sites is able to identify plagiarism.  Instructors should also have students do an internet search for some of the paper mill sites that are readily available on the internet. Have students do several activities with the plagiarized papers. If students are able to recognize and see that papers can be identified for plagiarism, then students will be less likely to cheat. Often, students do not know that they can be caught.

Finally, students can be required to take a tutorial on how to correctly cite works so that they do not engage in plagiarism.

Personal Reflection on Plagiarism

Education is the key! Students need to be educated on the signs of plagiarism. Recent case study research provides support for the effectiveness of incorporating plagiarism instruction into individual courses. (Dibiase & Jocoy, 2006)

Due to the huge amount of resources available online, students are able to access information instantly. Instructors must take special care to make sure that programs are in place to prevent plagiarism. It is important that students understand university policies, academic integrity/dishonesty, as well as the many types of programs that are available to detect plagiarism.

Instructors need to create assignments that challenge students to apply their knowledge to specific problems, or create different checkpoints along the way to ensure that students cannot plagiarize. As a teacher, I am aware that plagiarism begins early. Students should be educated early about plagiarism as well as learn essential skills such as summarizing, paraphrasing, and writing. Students that have these skills will be less likely to plagiarize in the future.

Jocoy, C., & DiBase, D. (2006). Plagiarism by adult learners online: A case study in detection and
remediation. International Review of Research in Open & Distance Learning.

Palloff, R. & Pratt, K. (2011). Enhancing the online experience. (Video).

Impact of Technology and Multimedia

What Impact Does Technology and Multimedia Have on Online Learning Environments?

Technology and multimedia is essential to today’s online learning environment. There are many positives such as the ability to help students engage with learning the objectives of the course or allowing more opportunities to be creative and focusing learning. Multimedia and technology can motivate learners and allow students to be more innovative. It is also good for students who have different learning modalities. Students can work at their own pace.

Important Considerations an Online Instructor Should Make Before Implementing Technology

Before implementing technology into an online course, the instructor must determine the objectives that have to be taught, learner’s needs and goals, and the correct technology and multimedia programs that will enhance everyone’s learning.  Instructors have to be careful to spend enough time planning the course, before implementing technology.

Some essential questions that must be asked are:

1. What are the essential standards that have to be taught?

2. What are the learning styles of my students?

3. Will the technology be used in an asynchronous or synchronous setting?

4. As the instructor, do I have the skills necessary for this particular multimedia project?

It is important to remember that each student will bring their various experiences to the online environment.  Some students will be more advanced while others have no online experience. Instructors must have a variety of resources available to address all learners.  Instructors should also be careful to not overwhelm their students with too many technology/multimedia tools. Use a few resources first, and then slowly introduce more. Use tools online only when they support learning objectives. (Palloff & Pratt, 2011)

What Implications Do Usability and Accessibility of Technology Tools Have for Online Teaching?

Instructors must also take into consideration usability and accessibility of the tools being used in the online course. Accessibility and usability impact directly on the pedagogical effectiveness of elearning systems or resources for all learners. (Cooper, Colwell, & Jeffs, 2007)

 If a student does not have a certain program, then it could be considered inaccessible. If the programs that are selected have technical difficulties, then the instructor must have alternatives so that students can access the material. Technology must be selected so that all students can access it. Loud colors and busy websites are not helpful for student who may have issues with sight. It is also important that sites are easy to navigate for the instructor and the student

Which Tools are Most Appealing to You for Online Teaching?

One primary teaching goal in the online environment is building a learning community. (Boettcher & Conrad, 2010) Technology tools that I will use have to be collaborative based, allow for communication and creativity, and provide access to all students, regardless of their time zone, abilities, and age.

 I have been exposed to many different tools since beginning the instructional design program. As I complete my certificate, I will continue to use blogs for information and communication, wikis for collaborative based projects, discussion forums, emails, videos to supplement and engage students. Since I am a classroom teacher, I also enjoy working with many of the mind mapping tools, video logs, online polls using smartphone technologies, MP3’s, interactive games, and PowerPoint presentations. I would like to also use video streaming because as we continue to work in a more collaborative environment, I would like be able to use experts to teach objectives. By using these technologies, students will be able to access expert teaching anytime and anywhere.

Implementing Effective Online Instructional Strategies in the Future

I have learned that implementing effective online strategies take time. If it is to be effective, I have to carefully plan instruction before implementing technology. For example, I need to know the different learning styles and preferences of my students, their technological knowledge, and my own comfort level with technologies. I will continue to ask the following questions:

1. What are the objectives that each student needs to learn?

2. Which activities are best suited to teach the objective of the course?

3. Is it user friendly to students and myself?

4. Is it collaborative based?

Activities must be designed to address everyone’s learning styles so that each student will be able to find value while taking a course. Furthermore, technologies must be accessible and usable for all—including me the instructor.  Technology and multimedia must be collaboratively based so that the learning community is always learning-never stagnant.

References                                                          

Boettcher, J., & Conrad, R. (2010). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. San Francisco: Jossey-Bass.
Conrad, R., & Donaldson, J. (2011). Engaging the Online Leaner: Activities and Resources for Creative Instruction. San Francisco: Jossey-Bass.
Cooper, M., Colwell, C., & Jeffs, A. (2007). Embedding accessibility and usability: Considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231-245.
Palloff, R., & Pratt, K. (n.d.). Enhancing the Online Experience [video]. Retrieved from http://sylvan.live/ecollege.com

Setting Up an Online Experience

Technology Know How

The instructor should become familiar with the technology that will be used in the online course before the students are actually placed in the class. Instructors should know how to use different hardware and software. Although they are not required to know all the new technologies, instructors should at least have prerequisite computer skills before they can actually teach students. Boettcher and Conrad (2010) state the best approach for teaching an online course is to keep it simple. Focus on the essential tools.  Instructors should know how to use the CMS, have basic skills in multimedia programs such as PowerPoint, Word, and other programs needed to retrieve and post information, as well as troubleshoot if there is a problem.

Online learning is most effective when delivered by teachers experienced with technology and with subject matter.  Since there are so many different online tools, instructors need to be well-versed in the technology that they are planning to use within their course. Picking one to three that are best suited for the learning goals and discipline are most effective. (Boettcher and Conrad, 2010) Although it is not mandatory to know every single technology that is developed, instructors should be comfortable with using choice technology to plan instruction, activities, and help new online students navigate through the course successfully.

Clear Expectations

          Just as there are effective practices for faculty, there are effective practices for learners that they need to learn. (Boettcher and Conrad, 2010) Before the course ever begins, the instructor should have a detailed syllabus or outline. Instructions should be clear and concise so that students can complete the required assignments in a timely manner. Provide examples if necessary to convey the message. There should be explicit information about deadlines and grading rubrics should be provided. It would be helpful to post reminders on the course discussion board or course announcements frequently to remind students of upcoming deadlines.

Instructors need to set clear expectations about how and how not to post responses. Since there are no visual cues online, it is important for instructors to clarify being respectful, having, tact, typing format when responding, etc.

Students also need to know when the instructor is available. The instructor should provide clear guidelines about their office hours, telephone number (if available) and when they can expect an answer to their question. Boettcher and Conrad (2010) describes that the three important things in online learning is presence, presence, and more presence.

By having clear expectations about procedures, guidelines, and availability, the online instructor will eliminate many misunderstandings and frustration.

Additional Considerations

         In order for the online class to begin smoothly, the instructor should also have different structures in place for the class to operate smoothly and to effectively build a community of independent learners. By the use of profiles and introductory activities that provide insight into which the learner is, instructors can begin to empower course members to capitalize on what they know. (Conrad and Donaldson, 2010)The instructor should make sure that there are icebreakers activities to motivate and excite students to continue with the course. Presence is important to the online learning community so that students know that there is an actual human being behind the computer monitor. Having students and the instructor introduce them by providing bios will help humanize the online learning environment.

Implementing Effective Online Instruction

        As a classroom teacher, I believe I have many different strategies that I can take to the online teaching environment. I am realistic to know that I cannot transfer my all of my traditional teaching to the online classroom.  Lessons that I can teach in a traditional environment, will not be easily transferred online, but I realize many of activities can be used if they are structured differently. For example, icebreaker activities are done in face to face environments and online, but the structure or activity may be changed to accommodate the online environment.

After reviewing how to design an effective online course, I know that I have to:

1. Make sure objectives are clear and concise for all learners.

2. Objectives have results that can be measured.

3. Allow for feedback and reflection.

4. Build a community of learners by structuring activities with collaboration and application.

5. Structure activities so textual knowledge can be applied to real life situations.

6. Evaluate and revise when necessary.

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

Community Building and Effective Online Communities

Online Learning Communities and Student Achievement

Online communities can improve student achievement if programs are structured in a manner in which there is a sense of shared purpose, good interaction between students and the instructor, along with mutual respect, trust, and support. If the learning community is initially established well, learning can be enhanced among students. Pallott and Pratt (2011) states if the instructor facilitates and creates a safelearning environment, students will be more successful at learning the content through collaborative activities that the instructor has designed and facilitated. The instructor must also have frequent and effective interaction with students to develop interpersonal relationships to enhance student satisfaction and achievement.

Students can transform from the typical passive learner to an active learner by their participation and reflective activities throughout the course. Activities that require student interaction and encourage a sharing of ideas promote a deeper level of thought. (Conrad & Donaldson, 2010) Students are more likely to be actively engage in the curriculum because they are able to discuss, question, and share findings with their colleagues. As the tasks become more challenging, students can find support within their online community. Students become more confident in their abilities, therefore creating a network of experts with different perspectives within the community. Students will become active knowledge generators who assume responsibility for constructing and managing their own learning experiences. (Conrad & Donaldson, 2010)  The result is a rich and successful learning community.

If the proper components are present and consistent throughout the course, students are more likely to succeed, have greater satisfaction, and learn. Students are less likely to become disengaged with the course and are more likely to ask for guidance which will in turn increase student satisfaction.

Essential Considerations for Online Community Building

In order to build a successful online community, there are essential elements that should be present. Pallott and Pratt(2011) explains that online community building need people, who are part of the community, a purpose for the online community, and the process in which students will connect. This includes:

1. Effective Planning

2. Assessing student needs at the beginning of the course

3. Involving administration, students, and instructors regularly in the process of online community building.

4. Proper design of the course.

5. Determine goals of the course, strategies that will be used to connect the online community, and assessment throughout the course.

Furthermore, the online community must be established in a way to develop trust so that learning occurs. This can be accomplished by building the relationship with students and instructors by the use of icebreakers, introductions, and clear expectations and goals.

How to Sustain Online Learning Communities

In order to sustain online learning communities, it is essential that administration and facilitators use continuous assessment and evaluation in order to address the needs of individual students that will participate in an online community now and in the future. Instructors need to be familiar with online technology, be involved, set the stage, and create an effective learning community. (Pallott & Pratt, 2011)

This can be achieved in the following ways:

1. Effective preplanning of the course

2. Constant assessment of student needs as students navigate through the course

3. Revision of strategies if needed

4. Communication between administration, students, and facilitators

5. Proper training

 Reflection

Online learning is quite different from teaching in a face to face environment. There are many strategies that can be used from the traditional method that would be effective in an online environment such making connections with students in order to increase engagement. I think that in any setting that it is important to establish rapport with students and create a community of learners. As a current classroom teacher, it is important not to fall in a trap of transferring a traditional course into an online course. In the future, I will continue to make connections with my students, but realize in the online classroom it is important to be able to "read between the words" to gather information because the visual cues will not be present. By constantly being familiar with new technologies, being "present", and structuring the course to meet the needs of all learners with varying experiences, I will be able to ensure that my students will be motivated and able to successfully interact and collaborate in the online learning environment and eventually engage in independent knowledge building. (Conrad & Donaldson, 2011)

Student engagement and active learning community at Riley's Farm in Oak Glen, CA 

Resources:

Boettcher, J., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Conrad, R., & Donaldson, J. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

Palloff, R. & Pratt, K. (2011) Video: Online Learning Communities retrieved from Laureate Learning.