Open Access
Using evidence and avoiding plagiarism e-learning module: Scaffolding academic integrity
Alisa Percy,Venkata K Yanamandram,Sandra Humphrey +2 more
- 01 Jan 2007
TL;DR: The evaluations indicated that the design of the module and its embedded nature provided students with explicit instruction on using evidence and referencing that in general most students are required to acquire through a process of osmosis.
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Abstract: This paper describes the collaborative design, implementation and evaluation of a discipline-based eLearning module (eLM). The eLM was piloted as a mandatory but ungraded assessment task in five subjects across all years of study in the Management and Marketing specialisations, four in the Bachelor of Commerce, and one in the Master of Commerce, at the University of Wollongong. The eLM was developed in the subject’s eLearning space within the learning management system, Blackboard Vista and included a streamed lecture which provides a range of instruction and examples of how to use evidence, a link to the University’s Harvard Referencing Guidelines and an online quiz. The evaluations indicated that the design of the module and its embedded nature, in terms of both content and location, provided students with explicit instruction on using evidence and referencing that in general most students are required to acquire through a process of osmosis. Explicit instruction and assessment allowed students to be more strategic about their selection and use of evidence and apply these newly acquired skills to other subjects of study.
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Citations
Academic Ethics Conflict in the Age of Wikipedia and Turnitin.com: A Study Assessing the Opinions of Exiting College Students
Consuelo Doria Kelley
- 01 Jan 2014
Abstract: Technology has wrought paradigmatic shifts in societal, institutional, and individual power to instantly share and collaboratively produce knowledge, influencing the definition and perceived significance of academic ethics (AE), a continually evolving social construct. Student disregard of AE can generate wide-ranging conflicts affecting multiple student-success stakeholders: students, their families, instructors, administrators, schools, employers of graduates, and society. Dominant AE higher education institutional strategies typically position the individual student as the problem, leaving contextual influences on their academic conduct outside the AE conflict resolution discourse. The researcher conducted an exploratory research study to ascertain undergraduate students’ opinions about AE at a university poised to coordinate and consolidate policy for its undergraduate student population—Nova Southeastern University (NSU). NSU recently announced the creation of a new College of Undergraduate Studies (CUS) to establish a single and unified undergraduate identity throughout its six undergraduate degreeconferring schools. Data was collected and analyzed to assess the opinions of exiting NSU undergraduate students’: 1) beliefs about AE, 2) familiarity with school policies and rules, 3) perceived AE experience at NSU, and 4) awareness of conflicts generated by disregard of AE standards and objectives. Conflicts resulting from disparate understandings of academic ethics between students, faculty, and administrators can be reduced and prevented through enhanced communication. This study’s findings provided a repository of knowledge to inform NSU/CUS institutional AE strategies by giving voice to students, thereby enhancing communication and the conflict resolution potential of institutional initiatives for the benefit of students and student-success stakeholders at NSU and all similarly-structured universities.
•Journal Article
Development and evaluation of an e-learning module for aquaculture development through ICT projects: ADDIE model
P. Mahalakshmi,M. Krishnan +1 more
TL;DR: An e-Learning module to assist the users of Village Knowledge Centres (VKCs), Puducherry, which is one of the information centres in coastal areas and to evaluate its suitability as an alternative learning material in mud crab fattening, revealed that it still needed improvements in various aspects.
ASk for student teachers: An online support site for ECE student teachers to develop their academic literacy
Mark Bassett
- 01 Nov 2012
TL;DR: ASk101 as discussed by the authors is an online academic literacy development site for early childhood teacher education students at New Zealand Tertiary College, which provides equitable access to information and support staff for all students, the vast majority of whom are online distance learners.
References
Student writing in higher education: An academic literacies approach
Mary R. Lea,Brian Street +1 more
TL;DR: This paper examined the expectations and interpretations of academic staff and students regarding undergraduate students' written assignments and suggested that implicit models that have generally been used to understand student writing do not adequately take account of the importance of issues of identity and the institutional relationships of power and authority that surround, and are embedded within, diverse student writing practices across the university.
Rebels without a clause: towards an institutional framework for dealing with plagiarism by students.
TL;DR: In this paper, an institutional framework for dealing with plagiarism by students is presented, which is informed by a number of core pillars, including transparency, ownership, responsibility, academic integrity, compatibility with the institution's academic culture, focus on prevention and deterrence and support for and development of students' skills.
Assessing learning in Australian universities : ideas, strategies and resources for quality in student assessment
Richard James,C McInnis,Marcia Devlin +2 more
- 01 Jan 2002
TL;DR: In this paper, the authors focus on four main strategies, all underpinned by the central principle of ensuring fairness: 1) A collaborative effort to recognise and counter plagiarism at every level from policy, through faculty/division and school/department procedures, to individual staff practices; 2) Thoroughly educating students about the expected conventions for authorship and the appropriate use and acknowledgment of all forms of intellectual material; 3) Designing approaches to assessment that minimise the possibility for students to submit plagiarised material, while not reducing the quality and rigour of assessment requirements; 4
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