"Borrowed thoughts, like borrowed money, only show the poverty of the borrower." ~ Lady Marguerite Blessington (1789-1849) The who, what where, when, and why of plagiarism. Plagiarism is a complicated issue that affects both traditional and distance learning environments and learners from all disciplines. “Several reasons contribute to acts of plagiarism, including students’ underdeveloped sense of integrity, lack of maturity, online ethical practices, lack of experience with a particular genre of writing, lack of interest in the assignment, observation of peers’ behavior and attitudes toward plagiarism, and the pressure to earn or maintain high grades. (Evering and Moorman, 2012, p. 38)” Learners may consider plagiarism a short-term fix for an immediate problem and not realize the future ramification of the act. According to Pennsylvania State University (2012) committing plagiarism hurts both the learner and the community:
Due to advances in technology, the opportunities for plagiarism have increased since information is easily found by using the. Plagiarism is also increased by the fact that, “Students interact with their peers and instructors more anonymously in an online environment than in the traditional classroom, which adds challenges to deterring plagiarism in online classes. (McCord, 2008, p.46)” As instructors, what are our options does technology offer to reduce plagiarism in the distance learning environment? Technology has provided ways to detect plagiarism with software services such as Turnitin. These services are convenient for the instructor and reduces their work load. Other strategies used to deter cheating in online learning environments include keystroke recognition used to track student’s interactions and patterns and web cameras that record students during tests (Haynie, 2014). Comparison of a student’s writing style across assignments can also trigger questions of impropriety but due to growing class size may be undetectable to the overwhelmed instructor. While services such as Turnitin are convenient for the instructor, they only catch plagiarism once assignments are turned in and the legalities of the software are murky and presents potential copy right issues. As instructors, what other options do we have to mitigate plagiarism in our online classrooms? “To successfully deal with plagiarism, we must do more than preach about the virtues of academic integrity and damn the sin of stealing the ideas of others. We need to focus on developing communities of practice that value creative and reflective writing. Students need to be engaged in instruction that clarifies the origins and importance of honesty in intellectual pursuits. (Evering and Moorman, 2012, p. 41)” By setting ground rules and holding students accountable we empower our learners to make good decisions. Evering and Moorman (2012) suggest that instructors should discuss plagiarism with learners and stress why it is vital we acknowledge other’s work. By creating opportunities to incorporate real-world experiences into our activities it can also deter plagiarism. McCord (2008) states that “students will be less likely to gain material benefit from plagiarism if the online learning environment is robust and engaging, requires multiple types of thinking and deliverables, mixes individual and group work, and includes significant levels of interaction between students and instructors. (McCord, 2008, p. 47)” Implementing measures to prevent plagiarism through education about the lasting effects of plagiarism can foster understanding, and prepare our learners for the world outside of the educational environment. What are your thoughts on plagiarism prevention in the online environment? Let’s start a conversation! References
Evering, L.C. and Moorman, G. (2012) ‘Rethinking plagiarism in the digital age’, Journal of Adolescent & Adult Literacy, 56(1), pp. 35–44. doi: 10.1002/jaal.00100. Haynie, D. (2014) Think Twice Before Cheating in Online Courses. Available at: http://www.usnews.com/education/online-education/articles/2014/06/17/think-twice-before-cheating-in-online-courses. Max Pixel FreeGreatPicture.com (2016) Free photo electric lamp light bulb halogen light bulb. Available at: http://maxpixel.freegreatpicture.com/Electric-Lamp-Light-Bulb-Halogen-Light-Bulb-1407610. McCord, A. (2008). Improving online assignments to deter plagiarism. In Proceedings of the 12th Annual Technology, Community & Colleges Worldwide Online Conference. Retrieved April (Vol. 12, p. 2011). Pennsylvania State University (2012) Why plagiarism is wrong. Available at: http://tlt.psu.edu/plagiarism/student-tutorial/why-plagiarism-is-wrong/.
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“It is not about the technology; it’s about sharing knowledge and information, communicating efficiently, building learning communities, and creating a culture of professionalism in schools. These are the key responsibilities of all educational leaders”. ~ Marion Ginapolis, 2016 What impact does technology and multimedia have on online learning environments? “Technology has affected not only how we teach but how our students learn. (Conrad and Donaldson, 2011)” Technology provides opportunities for collaborations that cross cultural and geographic boundaries. It allows access to information instantly from across the globe. Imagine taking a distance learning course that was designed without Web 2.0 technology tools or multimedia resources. The prospect of spending a course in isolation while reading plain text on a screen would send millions of learners into a coma and signal the end of online learning. “These tools make it possible to design almost any learning experience that you have designed for your face-to-face environment. (Boettcher and Conrad, 2010, p. 59)” Technology offers us the ability to create a social experience in the online learning environment. It provides interactive ways to build learning communities and engage the online learner. Technology also provides a bridge between online learning and accessibility. Technology tools and multimedia in the distance learning environment are critical to creating an equivalent and positive online learning experience. What are the most important considerations an online instructor should make before implementing technology? There are many factors to consider when selecting technology tools and multimedia for the online classroom. “While the 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. (Conrad and Donaldson, 2011)” Just because new and exciting technology exists is not a good reason to implement it into your course. A good starting place involves focusing on the essential technology tools required for your course. This includes the CMS, communication tools such as email and text, audio/visual tools, and necessary collaboration tools such as blogs or wikis. Your selections should be based on cost, ease of use, functionality, and accessibility for all students as well as other factors. A critical consideration when selecting technology tools is, “…how transparent the tools are to the community host and members. In this case, transparency refers to ease of use and assimilation of the tools into the online learning experience. The more transparent the tools, the more they will be used. (Adams and Freeman, 2003)” You should also keep in mind what are the learning objectives and if the technology will support those goals. What implications do usability and accessibility of technology tools have for online teaching? If the technology tools selected for an online course are too advanced or complicated it may deter learners and contribute to attrition. If the tools selected are too expensive or require advanced computing power to execute, that may also cause issues. The accessibility of a technology tool is also an issue for some learners due to disabilities or age. Personally, the ability to increase the size of fonts when using a technology tool is critical to my learning! “Many individuals with disabilities enroll in online learning because it may provide easier access for them due to their disabilities. Online learning may not require transportation, expensive residential housing, or other potential barriers that individuals with disabilities face with resident instruction educational programs. (Betts, Riccobono and Welsh, 2013, p. 12)” Providing an online course that uses technology that is accessible to all is an opportunity to retain and increase the effectiveness of an online program. “Institutions of higher education that are proactive in the realm of providing equal access will not only increase revenues, but will also provide better opportunities for individuals with disabilities who will be in better positions to obtain gainful employment. (Betts, Riccobono and Welsh, 2013, p. 12)” What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design? “The key to creating a positive experience is to identify the students’ needs and then incorporate activities that address their various learning styles, life experiences, and expectations. (Conrad and Donaldson, 2011)” Simple technology tools that provide social and collaborative opportunities are of interest me as an instructional designer. Tools that provide accessibility are also extremely important. “To optimize learners' experience and the efficacy of learning outcomes, instructors need to consider how technology can offer approaches better suited to adult learning. (Lambert et al., 2014)” I will utilize tools such as screencasts, discussion boards, web chat, email, text, voice threads, and mobile technology tools. I will introduce technology tools early in the course as, “the best way for students to learn to use the online course tools is to actually use them. The more opportunities that are made available to students to increase their comfort level with course tools, the sooner the actual course content can be introduced. (Conrad and Donaldson, 2011)” Whatever technology is selected, I will ensure that it was the best technology to support the activities and learning outcomes, not because it is the newest and coolest! What technology tools do you use in your online courses that have the most impact? References
Adams, E. and Freeman, C. (2003) The technology source archives - selecting tools for online communities: Suggestions for learning Technologists. Available at: http://technologysource.org/article/selecting_tools_for_online_communities/. Creative Commons (2016) File: Software-tools.jpg - Wikimedia commons. Available at: https://commons.wikimedia.org/wiki/File:Software-tools.jpg. Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. Betts, K., Riccobono, M. & Welsh, B. (2013). Introduction to the special section on integrating accessibility into online learning. Journal of Asynchronous Learning Networks, 17, 1-5. Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass. Lambert, C., Erickson, L., Alhramelah, A., Rhoton, D., Lindbeck, R. and Sammons, D. (2014) ‘Technology and adult students in higher education: A review of the literature’, Issues and Trends in Educational Technology, 2(1). |
Stacy SpringerWelcome to my blog! I am passionate about great Instructional Design and Educational Technology. Let's start a discussion! Archives
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