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