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.