Plagiarism Detection and Prevention

One of the fears for those who would argue against distance learning is students’ ability to cheat. The Internet offers access to massive amounts of information from reliable and non-reliable sources and it is believed that students can “copy and paste” their way through distance learning courses. While the Internet does have the potential to be an exceptional educational tool, it can also be the virus that devastates academic integrity. There are, thankfully, several ways to deter cheating and plagiarism in online courses. Course designers and instructors have opportunities to use strategies like using plagiarism detection software, developing learning experiences that increase authentic student participation and practicing facilitation skills that deter unethical academic practices. (Jocoy & DiBiase, 2006) Turnitin.com, for example, is the most popular online plagiarism detection device and it alone can deter students from attempting to cheat; lessons and activities that incorporate personal connections to the course material reduces the potential for students to take material directly from the Internet; and transforming the classroom paradigm into a social learning environment, as Palloff & Pratt (2011) discuss, uses collaboration even during tests, thus narrowing the perspective of cheating.  

Designing an assessment that allows and encourages students to cooperate and collaborate with one another prevents academic dishonesty and fosters a social learning community. Students can feel safe and confident knowing they have refined answers to share and that they may tap into, without consequence, seek other perspectives. The rub is that the assessment must be a challenging and personal undertaking to complete. Accessing information from multiple sources is an important skill for any career and having students demonstrate that skill on assessments strengthens their chances for future success and reinforces tendencies to share and cooperate. However, one must careful to add the personal component so students are forced to deal with the material directly for their own purpose. Asking students to come to a consensus about the best criteria for evaluating Shakespeare’s histories, comedies, and tragedies, for example, may solicit communication with peers, but it does not guarantee individual posts will be applied differently. Assigning students one of Shakespeare’s plays, on the other hand, not only encourages and supports collaboration to develop a criteria, it also forces students to apply the information for an individual purpose. This assignment example would help reduce cheating immensely due to the originality of the group’s criteria development.

The facilitation strategies online instructors can employ that reduces student abilities to grab information directly from the Internet include setting up an account on Turnitin.com and making sure students are trained on how it works and what it does. According to a Jocoy & DiBiase (2006) study, students who were required by their instructor to submit their work to a plagiarism detection device were less likely to cheat than students who were not required to use such web-based tools. It is free and it now offers a grammar-checking tool that helps students polish before they publish.

The strongest method to deter cheating, in my opinion, is to establish a strong sense of community so that members understand the importance of academic integrity and owning information for themselves. Although developing this kind of community is no easy task, it is nonetheless, the goal for successful distance learning. Weaving a combination of design and facilitating strategies, online course designers and instructors can guide students that will help establish a strong social learning community.

References

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

Jocoy, C., & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), 1–15.

Palloff, A. & Pratt, C. (2011) “Plagiarism and Cheating.” Video Program. Laureate.

Impact of Technology and Multimedia

The impact technology and multimedia have on online learning environments is immense. Designers and instructors have the ability to create educational experiences for self-directed learners using a variety of technology that is available for those who have the knowledge and skill to use it. In our digital age an instructor armed with the correct technical skill has the power to meet the needs of more students and reach a wider audience. Boettcher & Conrad (2010) point out “Moving to the online environment means developing a new set of habit, tools, and practices […]” (p. 103), but that should not deter you. Students too, have the ability to use a variety of technology to communicate and demonstrate their skill and should be made to use technology. Online students especially require knowledge and skill in various technologies to have a positive distance learning experience.

Among the most important considerations an online instructor should make before implementing technology is an understanding of how technology will assist students in accomplishing their tasks. Paramount to making such decisions depends on instructors owning a working knowledge of a variety of programs, software, web 2.0 tools, and learning management systems (LMSs). Conrad & Donaldson (2004) remind us “While technology should not be the primary focus when planning an activity, choosing the most effective means of conducting the activity will be an important contributor to its success” (p. 20). Much thought should go into the decision to use technology, and online-only learning environments require more attention and preparation in this process than do traditional face-to-face learning environments. If the goal, according to Conrad and Donaldson (2004), is to “create activities that will engage and challenge learners while expanding their personal connections to their existing knowledge,” (p. 23), then online instructors should build and continuously expand their online teaching tool set.

  

The implications usability and accessibility of technology tools have for online teaching requires designers and instructors to pay special attention to the accessibility of their learning experience. Cooper, Colwell & Jelfs (2007) suggest that teachers who “Adequately address accessibility and usability in their developments enhances the possibility of […]” learners using the skills and technology after the task. Allowing students with needs the ability to use technology like screen readers, voice recorders, or can increase course accessibility thus increasing usability. In addition, keeping in mind the needs of students during the development of evaluation opportunities can help instructors understand where to make accommodations. Keeping in mind the objectives of the task as well as including “end-user engagement” can help meet students’ needs drawing on their experiences during the evaluation process.  

The technology tools most appealing for online teaching as I move forward in your career in instructional design revolve around using different learning management systems and a variety of web 2.0 tools. Blackboard and Moodle are the two LMSs I use with students in my English courses, however, in my studies at Walden University I gained experience with SchoolRack and will continue to utilize that resource as a LMS in the future. Photo Story 3 and Audacity continue to be among my very favorites for creating podcasts, the web 2.0 tools I will continue to use include YouTube, Wordle, Voicethread, and SurveyMonkey.

Although using technology is integral in distance learning, understanding that technology only facilitates the content and/or the skills being taught is paramount. An instructor can proceed to implement a variety of technology provided the technology help students accomplish the goals and objectives of the task at hand.

References

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. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: Considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231–245.

Considerations for Launching an Online Course

It is important to know the technology available to you when in a facilitator’s role for an online classroom because the tools help make the curriculum delivery and evaluation process possible and run more efficient. The instructor should know a variety of communication technology so that student needs may be better accommodated and their horizons broadened through the use of technology. Understanding how to navigate and operate different Course Management Systems, for example, can certainly help a facilitator adapt to a new environment where the tools within these systems can be different and/or limited. Using email for individual questions or concerns is best practice, but understanding how to set up and operate a wiki can provide students with a great online collaboration opportunity. Boettcher & Conrad (2010) suggest avoiding being “overwhelmed” by all the technology, but certainly know and understand the core tools that will be used most often throughout the course.

It is essential to communicate clear expectations to learners at the beginning of an online course because it sets the tone for the semester. Conrad & Donaldson (2004) suggest pre-loading many documents at the beginning of a course in addition to sharing the standard elements such as a syllabus. Sharing with students the evaluation rubrics, navigation instructions, the expectations for discussion forum participation, and a glossary of technology can better prepare students for how they will be asked to utilize the tools available to them. Students need to know how they will be evaluated so that they may prepare as accurately as possible to give themselves the best chance for success. Rubrics also help instructors provide constructive feedback to students so that they may refine their work and learn even after an assignment is completed. Setting the stage for discussion forums includes establishing the parameters of the number of discussions required as well as how the discussions should be carried out between peers. In my studies at Walden University, every instructor provided a clear account of how forums will be graded and what their expectation for participation; several provided student examples for further reinforced their expectations. Finally, providing students with trouble-shooting assistance for technology issues they may experience as well as a list of technology with descriptions and application suggestions will help students feel supported in a pro-active way which relieves the anxiety some may have with the technical components of distance learning.  

Some additional considerations an instructor should take into account when setting up an online learning experience include establishing a Social Presence and Knowing Students’ Minds (Boettcher & Conrad, 2010). Students should feel supported in their educational endeavors and an instructor’s consistent and positive interaction with students is paramount. Incorporating an effective icebreaker at the beginning of a course can help establish a sense of community for all participants in the course, including the instructor. Conrad & Donaldson say, “The purpose of an icebreaker activity is to establish the presence of individuals and open the lines of communication for the learning community in a nonthreatening manner” (46). Through effective icebreakers and throughout the course, establishing a mentorship mentality can help students feel supported and know they will be successful because help is present and active. Knowing Students’ Minds includes determining their skill and knowledge of the course material and the technology needed to be successful. It is best practice to ascertain this kind of information as soon as possible because an effective instructor can tweak the course content if it is determined a student or students need accommodations. The effectiveness of an online course can be more solidified if the proper formula for setting up the course is utilized. When I implement effective online instruction in the future I will be mindful of establishing a Social Presence and Knowing Students’ Minds, as Boettcher & Conrad (2010) suggest, but I will couple it with knowing the technology available and communicating clearly the parameters and expectations for a course which will provide me with a platform for launching a successful distance learning course.

References

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. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

Building Community

Online learning communities can significantly impact both student learning and satisfaction within online courses. Students who take properly designed and facilitated distance learning experiences feel connected, function as a community, and are supported on their educational path by the instructor and their peers whereas students who take poorly designed and facilitated distance learning experiences feel isolated and have no real sense of community. According to Conrad & Donaldson (2004), “The involvement of the learner in the course, whether one calls it interaction, engagement, or building community, is critical if an online course is to be more than a lecture-oriented course in which interaction is primarily between the learner and the content or the learner and the instructor” (p. 6). Although the majority of online courses utilize a constructivist design approach, asking students to produce and create artifacts that demonstrate student skills in areas such as reading, writing, speaking, listening, research, and technology, a successful distance learning experience must include collaboration and connection between all participants.

The essential elements of online community building include recognizing Conrad & Donaldson’s (2004) Phases of Engagement. Understanding the difference between a “Newcomer” and an “Initiator/Partner” as well as the process to follow with either is important as it is best practice to have at least one solid model to follow for accomplishing any goal or objective—or for establishing and maintaining a sense of community in an online environment. Saba (2011) explains that using theory and its principles to drive instruction increases the chance to create effective instruction as it provides a map of sorts that can guide decisions and development. In applying the Phases of Engagement is the recognition of the timeline for developing the community within a course. It is important an instructor be aware of their role in establishing and maintaining this type of community. Beginning as the “Social Negotiator” to the “Structural Engineer,” to the “Facilitator,” concluding as the “Community Member/Challenger” is the instructor’s role which will (if the course design aligns with supportive activities) establish and maintain a sense of community with each participant. In essence, as Palloff & Pratt (2011) say, no longer is the instructor the sage on the stage, such as with the traditional face-to-face classroom, instead, the instructor is the guide on the side. Serving almost as a mentor, the online instructor supports students on their individual educational paths.

Online learning communities can be sustained throughout the life of the course if the instructor does is required of them to establish and maintain a sense of community. Using Boettcher & Conrad’s (2010) Ten Core Learning Principles can help an instructor establish and maintain a sense of community. While all the principles are important and have their place, among the more important principles I find useful include number 5, “Every learning experience includes the environment or context in which the learner interacts” and number 6, “Every learner has a zone of proximal development that defines the space that a learner is ready to develop into useful knowledge” (20).

Understanding the objectives and thinking about how students will arrive at the outcome is an important step in online design and facilitation that can anticipate problems and anxieties. Utilizing Vygotsky’s concept of the zone of proximal development can assist the design and facilitation as proper scaffolding can clarify expectations and help students with organizational challenges. These principles can provide an instructor reminders and guidelines for establishing and maintain a sense of community in an online classroom.

The relationship between community building and effective online instruction is built with a course designed and developed using sound principles and theory and with an engaged and educated facilitator who has a process to establish and maintain a sense of community within the online environment. In either case, design or instruction, models are needed that provide maps to successful distance learning experiences and well prepared courses and instructors will seek such models, use them, and enjoy the many benefits of distance learning.

References

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. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

Palloff, R. & Pratt, K. (2011). “Online Learning Communities.” Video Program. Laureate.

Saba. F. (2011). “Evaluating Distance Learning Theory.” Video Program. Laureate.