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Issues of quality assurance in the management of plagiarism in blended learning environments
Increasing access to and availability of electronic resources presents students with a rich
library of opportunities for independent study. But students also find themselves in the
confusing territory of how they should best use these resources within their assessment
activities. Likewise, teaching institutions are faced with the problems of plagiarism and
collusion, and the challenges of educating, deterring, detecting, and dealing with breaches of
policy in a fair and consistent way across all disciplines.
This paper examines issues of quality assurance in the management of plagiarism by
discussing the following questions:
– How can effective automated plagiarism detection services be introduced and managed
across the institution?
– What teaching and assessment practices can be adopted to deter plagiarism?
– What part should collusion and plagiarism detection tools play in educating and deterring
students?
– What are appropriate penalties for plagiarism and collusion and how can these be
applied consistently across disciplines?
Drawing together three distinct strands of research, in both distance and campus based
institutions, the authors discuss how practice and policy have evolved in recent years in an
attempt to reduce the incidence of plagiarism and collusion. The paper will illustrate this
evolution by reporting on recent developments in assessment strategy, detection tools, and
policy within two UK HE Institutions: The UK Open University and Manchester Metropolitan
University
Plagiarism Detection: Keeping Check on Misuse of Intellectual Property
Today, Plagiarism has become a menace. Every journal editor or conference organizers has to deal with this problem. Simply Copying or rephrasing of text without giving due credit to the original author has become more common. This is considered to be an Intellectual Property Theft. We are developing a Plagiarism Detection Tool which would deal with this problem. In this paper we discuss the common tools available to detect plagiarism and their short comings and the advantages of our tool over these tools
Computers, the internet, and cheating among secondary school students: Some implications for educators
This article investigates in greater depth one particular aspect of cheating within secondary education and some implications for measuring academic achievement. More specifically, it examines how secondary students exploit the Internet for plagiarizing schoolwork, and looks at how a traditional method of educational assessment, namely paper-based report and essay writing, has been impacted by the growth of Internet usage and the proliferation of computer skills among secondary school students. One of the conclusions is that students’ technology fluency is forcing educators to revisit conventional assessment methods. Different options for combating Internet plagiarism are presented, and some software tools as well as non-technology solutions are evaluated in light of the problems brought about by “cyberplagiarism.
Plagiarism Detection in arXiv
We describe a large-scale application of methods for finding plagiarism in
research document collections. The methods are applied to a collection of
284,834 documents collected by arXiv.org over a 14 year period, covering a few
different research disciplines. The methodology efficiently detects a variety
of problematic author behaviors, and heuristics are developed to reduce the
number of false positives. The methods are also efficient enough to implement
as a real-time submission screen for a collection many times larger.Comment: Sixth International Conference on Data Mining (ICDM'06), Dec 200
Criminal intent or cognitive dissonance: how does student self plagiarism fit into academic integrity?
The discourse of plagiarism is speckled with punitive terms not out of place in a police officer's notes: detection, prevention, misconduct, rules, regulations, conventions, transgression, consequences, deter, trap, etc. This crime and punishment paradigm tends to be the norm in academic settings. The learning and teaching paradigm assumes that students are not filled with criminal intent, but rather are confused by the novel academic culture and its values. The discourse of learning and teaching includes: development, guidance, acknowledge, scholarly practice, communicate, familiarity, culture. Depending on the paradigm adopted, universities, teachers, and students will either focus on policies, punishments, and ways to cheat the system or on program design, assessments, and assimilating the values of academia. Self plagiarism is a pivotal issue that polarises these two paradigms. Viewed from a crime and punishment paradigm, self plagiarism is an intentional act of evading the required workload for a course by re-using previous work. Within a learning and teaching paradigm, self plagiarism is an oxymoron. We would like to explore the differences between these two paradigms by using self plagiarism as a focal point
Impact Factor: outdated artefact or stepping-stone to journal certification?
A review of Garfield's journal impact factor and its specific implementation
as the Thomson Reuters Impact Factor reveals several weaknesses in this
commonly-used indicator of journal standing. Key limitations include the
mismatch between citing and cited documents, the deceptive display of three
decimals that belies the real precision, and the absence of confidence
intervals. These are minor issues that are easily amended and should be
corrected, but more substantive improvements are needed. There are indications
that the scientific community seeks and needs better certification of journal
procedures to improve the quality of published science. Comprehensive
certification of editorial and review procedures could help ensure adequate
procedures to detect duplicate and fraudulent submissions.Comment: 25 pages, 12 figures, 6 table
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