Plagiarism Detection and Prevention

The World Wide Web provides an abundance of resources for the online student to research a particular topic. However, when a student does a copy and paste of someone else’s work and calls it their own, that constitutes plagiarism. There are several ways the online instructor can reduce or eliminate plagiarism in their courses.

Detection

The first consideration is that the online instructor needs to be able to detect plagiarism. Thankfully, there is software available to help automate the process of detection. EVE and Turnitin.com are two software programs that can detect plagiarism in student assignments. The case study found that “Turnitin.com speeds up the process of finding copied text and finds it through more systematic searching than can be undertaken using manual methods” (Jocoy & DiBiase, 2006).

Facilitation Strategies

Another consideration is how the online instructor facilitates the class. There are several strategies to help minimize student plagiarism. The first is to set expectations at the outset of class that plagiarism will not be tolerated. When students know that detection software will be employed and that they will be held accountable for plagiarism in their assignments, the students are on notice that plagiarism is discouraged. However, as Dr. Paloff mentioned in the video, most plagiarism is inadvertent. That is, students forget to properly cite their sources. Therefore, some review of proper citation can help avoid inadvertent plagiarism.

Assessment Strategies

Course objectives and assessment of those objectives are met can also minimize plagiarism. For example, “eschew learning outcomes that ask students to explain, list or collect information” (Carroll & Appleton, 2001). Instead, if students are given tasks that require them to analyze or synthesize concepts, then it is less likely work can be directly copied. Another strategy is to personalize assignments. If students are required to relate their own experiences to an assignment, then that work should be unique to that student. Another variation on this theme is to create assignment that build on a student’s prior work in the course. Again, this insures work that is unique to a particular student.

Conclusion

Going forward, I plan to use some combination of all these strategies as an online instructor. First, I would set clear expectations with students that their work will be reviewed for plagiarism (assisted by software programs) and that there are consequences for plagiarizing. In addition, when designing instruction, I would set objectives and create assessments that help “design out” plagiarism

References:

Carroll, J., & Appleton, J. (2001). Plagiarism: a good practice guide. Unpublished manuscript, Joint Information Systems Committee, Oxford Brookes University, Oxford, U.K. Retrieved from http://oxfordbrookes.academia.edu/JudeCarroll/Papers/616508/A_Good_Practice_Guide

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, R. & Pratt, K. (2010). Plagiarism and Cheating (video presentation)