·
What plagiarism detection
software is available to online instructors?
Just by completing a
simple google search you can come up with a number of plagiarism detection
softwares. (https://www.google.com/search?rlz=1C1CHFX_enUS485US485&aq=1&oq=plagiarism+detection&sugexp=chrome,mod=11&sourceid=chrome&ie=UTF-8&q=plagiarism+detection+software). These softwares range from free to paid. There are different versions which have many
different functions. Some of the
softwares check the students work against published worked. While others are more sophisticated and save
all students’ work in a database and check assignments against the
database.
·
How can the design of
assessments help prevent academic dishonesty?
The design of the assessment
can make the difference between whether or not a student is able to cheat. It will also make the difference in whether
or not a student would want to cheat. Assignments that require you to give an
example based on an experience you have had or to say how it applies to you
personally makes it hard for you to steal someone else idea. It bring you personally into the assignment. Also when you remind students to cite the
resources they use it help prevent academic dishonest as well.
·
What facilitation strategies do
you propose to use as a current or future online instructor?
By simply questioning someone’s
reasoning behind their thoughts you can uncover a lot. Anyone should be able to tell you why they
wrote what they wrote and what their thought process was if the ideas were
indeed their own. It is much harder to
explain thoughts that were not yours to begin with. When the expectation exists that the
instructor will be looking for me to support and explain myself. A person will be much less likely to plagiarize
·
What additional considerations
for online teaching should be made to help detect or prevent cheating and
plagiarism?
Informing students is of the utmost importance to
help detect and prevent cheating. Setting
up the expectation for what is considered cheating or inappropriate is a must
in every course. By setting up the
expectation and making it clear you can discern that when someone does cheat it
was done purposely. As stated in the
media from this week, many times students cheat without knowing that what they
did was wrong.
References:
Palloff & Pratt (2012) Plagiarism and Cheating.
Laureate Inc.
Hi Tyrese,
ReplyDeleteYou brought up some unique concepts for discussion. You stated that, "It is much harder to explain thoughts that were not yours to begin with" and went on to explain that when instructors habitually ask students to expand upon their posts, students are less likely to initially use material that they don't understand and does not belong to them.
This deterrence works because students know that they will be setting themselves up for failure in subsequent replies to discussion postings if they don't do their own research and postings initially.
Thanks!
Beth
Hi Tyrese,
ReplyDeleteI like how you mentioned that you would design assessments that require the student to incorporate personal experiences to discourage cheating. Being able to draw from personal experiences allows the student to reflect on how the course concepts relate to their personal life. This is a great way to prevent dishonesty!