This week, I will provide my insights about detecting and preventing cheating and plagiarism in online learning environments by answering the following questions.

What plagiarism detection software is available to online instructors/?

Jocoy and DiBiase (2006) discussed two software technologies offered commercially to help detect plagiarism:  EVE (Essay Verification Engine) and Turnitin.com.  EVE is one of the older systems available, and Turnitin.com is probably the most renowned system available.  There are other systems available for plagiarism detection such as iThenticate, PlagiarismChecker.com, Viper, CheckForPlagiarism.net, and Plagiarisma.net (Petronzio, 2010).  Various costs are associated with each of these systems.  In addition, copied phrases can be traced by using online search engines that are free like Google (Jocoy & DiBiase, 2006, p. 5).  Plagiarism detection software increases the educator’s ability to identify plagiarism in their students’ work.   

How can the design of assessments help prevent academic dishonesty?

Dr. Keith Pratt (Laureate Education, Inc., 2012) indicated that he designs all assignments and exams with the mindset of not caring whether or not students cheat.  In real life and in the workplace, people address problems by realizing they need to gather information, examine reference materials, collaborate, and find out as much as they can about a topic or possible solution to the problems.  Dr. Rena Palloff (Laureate Education, Inc., 2012) also added that using open book tests, open notes, allowing interaction with other students and collaboration does not lessen the outcomes of exams.  Instead, these strategies result in less cheating because students take the resources and prove they know how to use them.  In the workplace, learners will be expected to draw from resources and collaborate with others to discover and incorporate the knowledge they need to arrive at the necessary solutions to problems.  Therefore, Pratt and Palloff feel that strategies such as those mentioned above should be built into the design of assessments to help prepare learners for real life situations. 

In an effort to reduce the opportunity for plagiarism or cheating, what facilitation strategies do you propose to use as a current or future online instructor?

I believe as a future online instructor, I would be interested in preventing plagiarism as well as detecting it.   Jocoy and DiBiase (2006) indicated that students are often unclear about what constitutes plagiarism.  “Some educators suggest that concern with plagiarism should be more about teaching students to appreciate the development of knowledge, acknowledge intellectual contributions of other scholars, and represent the process of building on existing knowledge in academic writing and less about violating rules and copyright laws” (Howard, 2003; Hunt, 2003, Martin, 1994; as cited in Jocoy & DiBiase, 2006, p. 3).  Moreover, promoting more than conformity to rules that students see as subjective, educators should help students understand the value of academic integrity “in order to advance students’ moral development” (Dark & Winstead, 2005; as cited in Jocoy & Dibiase, 2006, p. 3).  Therefore, I would provide explicit instruction on academic integrity to diminish the instances of cheating or plagiarism in my online class.  I would also inform learners that they must use the plagiarism detection software used by the educational institution where they are students prior to all submissions of assignments.  This would “serve as a deterrent to would-be plagiarizers in a way that verbal and written warnings do not” (Jocoy & Dibiase, 2006, p. 10).

What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?

One additional consideration for online teaching to help deter cheating or plagiarism would be the practice of expectation management.  This involves the educator taking the time at the beginning of a course to review expectations of students as they relate to academic integrity.  Such a strategy would help reduce those incidences of lack of knowledge of cheating and plagiarism among students as well as relieve learner anxiety about inadvertently committing plagiarism offenses (Soto, Anand, & McGee, 2004; Ashworth, Bannister, & Thorne, 1997; as cited in Jocoy & Dibiase, 2006, p. 11).  Another consideration would be the use of an “academic integrity quiz to assess student understanding” about plagiarizing (Braumoeller & Gaines, 2001; as cited in Jocoy & Dibiase, 2006, p. 11). 

I believe that it is up to the educator to make sure that her students are informed and aware of the need for academic integrity in the online learning setting.  This involves making students aware of what constitutes cheating and plagiarism and the strategies being used to detect and prevent it.  I concur with Jocoy and Dibiase’s (2006) statement:  “We do believe that the expectation management strategy combined with detection and enforcement using…[a plagiarism detection software system] emphasizes to students the importance of academic integrity and reinforces the values of institutions of higher education” (p. 11).  

References

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), p. 1-15.

Laureate Education, Inc. (Producer). (2012). Plagiarism and Cheating. [Video webcast]. Retrieved from http://www.courseurl.com

Petronzio, M. (2012, August 29). Use These 10 Sites to Detect Plagiarism. Retrieved June 13, 2013, from http://mashable.com/2012/08/29/plagiarism-online-services/       

 

      

 

 

This week, I will discuss the impact of technology on adult learning.

What impact can technology have on adult learning?

The inclusion of technology in the online learning experience greatly enhances collaboration and interactivity within the learning community (Laureate Education, Inc., 2012).  A technology may facilitate the achieving of specific course goals and help expedite particular instructional tasks that might not otherwise be accomplished.  The use of technology may offer the best or most realistic way to explain a certain phenomenon.  Technology may also provide a way for students to practice or drill skills at their own level and pace.  Helping students become familiar with technology prepares them for the workforce by helping them acquire the technology literacy skills needed for the job.  In addition, technology can help teachers’ and learners’ productivity by making communication and the keeping of records more efficient.  Technology also affords students with unique conveniences for collaboration, exchanging files and resources, discussion boards, and editing projects online (Nilson, 2010).  “Still, the old rule holds true:  instructors should choose a technology for sound pedagogical reasons (Albright & Graf, 1992; Knapper, 1982), not just because they think their students think it’s cool…After all, computers are only a tool…and only one of many tools for effective instruction” (p. 256).

What should online instructors consider before incorporating technology into the online learning environment?

Before incorporating technology into the online learning environment, educators should “think about the characteristics of these tools, how students use the tools, and what you are hoping to achieve” (Boettcher & Conrad, 2010, p. 111).  Boettcher and Conrad (2010) also suggested additional factors to consider when choosing technology.  First, think about how the tool will help build the learning community.  Will it advance the creation of an environment where ideas can be shared, knowledge can be created, and the exchange of communication encouraged?  Second, will the technology promote faculty efficiency?  Third, ask if the tool will encourage peer-to peer interaction.  Fourth, look at the pedagogical purposes and uses for which these technology tools are being used.

What implications do usability and accessibility of technologies have on adult learning?

According to Karat (1997; as cited in Cooper, Colwell, & Jelfs, 2007, p. 232) “usability is the extent to which a system can be used by specified users to achieve specified goals with effectiveness, efficiency and satisfaction in a specified context of use.”  Therefore, usability in the online context includes effectiveness, efficiency, and learner satisfaction and confidence that they can achieve learning goals with a certain technology or learning resource (p. 232).  “Accessibility is thus determined by the flexibility of the e-learning system or learning resource to meet the needs and preferences of all users” (p. 232).  Usability and accessibility are fundamentally linked and directly impact pedagogical effectiveness in the online setting.  Addressing usability and accessibility issues involved with the online learning environment is valuable to the end-user experience and can be accomplished through evaluations.  “Valuable insights can be gained when conducting evaluations with a range of users leading to overall improvements” (p. 243).  It is also imperative that evaluation methodologies “are inclusive and consistent for both disabled people and non-disabled people acting as participants” (p. 243).  Ultimately, usability and learning via technology are not possible for learners without adequate accessibility.

What technologies are most appealing to you for teaching online?

There are three technologies that are most appealing to me for teaching online.  The first is the effective use of email.  I had one professor who emailed her students twice per week.  She advised everyone in the class weekly when grades were posted.  She used email to remind of assignment deadlines and details that should not be overlooked.  She offered encouragement personally and to the class as a whole through her emails.  I was assured that she was definitely present in the online class and cared about the success of her students.  In addition, there was never a question about what was expected by the instructor of her students because she had explained this in multiple ways through her emails.  The second technology that appeals to me is incorporating published video and audio resources into the online setting.  I might ask learners to support their discussion or position in an assignment by finding a reputable audio/video resource.  These resources are available on the internet on almost all topics and are an engaging complement to text resources for students (Boettcher & Conrad, 2010).  The third technology is blogging.  When students blog, they are gaining hands-on experience using a technology tool.  Blogging also supports “new collaborative and constructivist pedagogies that encourage peer-to-peer linking, commenting, and messaging” (p. 107).   

The use of technology in an online learning experience enhances adult learning.  It creates a significant learning experience that students will remember in years to come.  Because technology is present and used in almost every aspect of life, being offered the opportunity to use it in the online setting helps learners build the skills they will need in their careers and personal lives.  Finally, experience in using technology sets the stage for learners to continue their lifelong learning long after the online class has ended.

References

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

Laureate Education, Inc. (Producer). (2012). Enhancing the online experience. [Video webcast]. Retrieved from http://www.courseurl.com

Nilson, L. B. (2010). Teaching at its best (3rd ed.). San Francisco, CA: Jossey-Bass.