Preventing Plagiarism in the Classroom


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ETAP 623 Fall 2021 (Zhang)

Josiah Yarger Portfolio Page

Overview and Purpose

My little brother recently had a science project that he was working on for an online class, and he had to answer certain questions. To answer those questions, he decided to look online and find the information to help with his science project, which was completely fine. What was not fine was that he copied and pasted what he found online onto his answer sheet. He did not find any problems with this because he had found the information that was requested, after all, it’s not like it was a paper or anything, he was just answering the questions like his teacher wanted him to. While this led to a productive discission with my brother specifically, this mindset can come from a lack of understanding of what plagiarism actually is, as well why, beyond potential consequences, that one should not commit it. Something that educators need to be fully cognizant of is the potential for plagiarism in, not only an online environment, but also in traditional classrooms. Plagiarism is something that is becoming increasingly common in this digital age, especially as more students move to online learning. Teachers should not automatically assume that students know what plagiarism is or that it is wrong, at least in the case of younger students. Intellectual integrity is something that is taught, not known instinctively. Plagiarism is something that is prevalent at all age levels, with the self-reported plagiarism rate of students being over 70%. Something needs to be done to help reduce plagiarism among the students in our classrooms.

The purpose of this course is to provide educators with strategies and tools that will help them combat plagiarism in their classroom, not only by detecting the plagiarism that occurs, but also by helping prevent it from happening in the first place.

Course Expectations

This course is designed for teachers who are having difficulties with plagiarism in the classroom or are teaching online for the first time and are looking for potential strategies to ensure academic integrity during their teaching. Educators can come from any subject, as plagiarism is something that occurs in more than just an ELA classroom. Educators are expected to have a passing familiarity with technology, though they are not required to be familiar with plagiarism detection software. Whether it is because students are suspected of plagiarism or to help prevent plagiarism from occurring in the first place, this course is designed to provide you with the strategies and tools needed to fight plagiarism in this digital age.

Performance Objectives

At the end of this course, you will be able to:

  • Detect plagiarism in a student’s paper utilizing an anti-plagiarism software.
  • Design lesson plans that include intellectual integrity as a core part of the lesson.
  • Compare various learning activities to determine which ones have less of a chance of plagiarism occurring.

Course Units

This mini-course includes the following units. Click the title of a unit to go to its page.

Unit 1: What is Plagiarism?

In this unit, you will be exploring what plagiarism is and why students might be committing it in your classroom.

  • You will learn what plagiarize is and the forms it may take.
  • You will learn the most common reasons that students plagiarize
  • You will reflect on why you think students may plagiarize in your classroom.

Unit 2: How to Use Plagiarism Detection Software

In this unit, you will be reviewing plagiarism detection software and how effective it may be in your classroom.

  • You will be able to use plagiarism detection software to determine if example student work is plagiarized or not.
  • You will reflect on the effectiveness of plagiarism detection software.

Unit 3: Strategies to Avoid Plagiarism

In this unit, you will review multiple strategies to avoid plagiarism from occurring in your classroom.

  • You will analyze different learning activities and determine which ones have the least chance of plagiarism occurring.
  • You will create an assignment that minimizes the chance of plagiarism occurring.

Unit 4: Integrating Strategies in the Classroom

In this module you will learn how to use the tools and strategies that you have been utilizing in your course.

  • You will discuss the different strategies to deter and limit plagiarism and which methods that you believe will be most effective in your classroom.
  • You will create a lesson plan that showcases the importance of intellectual integrity to students.

References Used In Designing The Course

Belli, S., Raventós, C. L., & Guarda, T. (2020). Plagiarism detection in the classroom: Honesty and trust through the urkund and turnitin software. In International Conference on Information Technology & Systems (pp. 660-668). Springer, Cham.

Chankova, M. (2020). Teaching Academic Integrity: the Missing Link. Journal of Academic Ethics, 18(2), 155-173.

Curtis, G. J., Gouldthorp, B., Thomas, E. F., O'Brien, G. M., & Correia, H. M. (2013). Online academic-integrity mastery training may improve students' awareness of, and attitudes toward, plagiarism. Psychology Learning & Teaching, 12(3), 282-289.

Diaz, J. C. T., Duart, J. M., Carrión, P. V. T., & Gutierrez, I. M. (2021). Plagiarism and use of technology by high school students. Campus Virtuales, 10(2), 175-184.

Elander, J., Pittam, G., Lusher, J., Fox, P., & Payne, N. (2010). Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity. Assessment & Evaluation in Higher Education, 35(2), 157–171.

Hosny, M., & Fatima, S. (2014). Attitude of students towards cheating and plagiarism: University case study. Journal of Applied Sciences, 14(8), 748–757.

Kocdar, S., Karadeniz, A., Peytcheva-Forsyth, R., & Stoeva, V. (2018). Cheating and plagiarism in e-assessment: students’ perspectives . Open Praxis, 10(3), 221-235.

Landau, J. D., Druen, P. B., & Arcuri, J. A. (2002). Methods for helping students avoid plagiarism. Teaching of Psychology, 29(2), 112-115.

Ma, H. J., Wan, G., & Lu, E. Y. (2008). Digital cheating and plagiarism in schools. Theory Into Practice, 47(3), 197-203.

Orlanda-Ventayen, C. (2018). Attitude and Practices of Senior High School Students Towards Plagiarism. Southeast Asian Journal of Science and Technology, 3(1), 100-104.

Stoesz, B. M., & Yudintseva, A. (2018). Effectiveness of tutorials for promoting educational integrity: a synthesis paper. International Journal for Educational Integrity, 14(1), 1-22.

Sutton, A., Taylor, D., & Johnston, C. (2014). A model for exploring student understandings of plagiarism. Journal of Further and Higher Education, 38(1), 129-146.