Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom

Cited 0 time in webofscience Cited 0 time in scopus
  • Hit : 236
  • Download : 0
Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an instructional activity designed to help students improve their understanding of plagiarism, the consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation elements. Results indicate students had a greater understanding of plagiarism, increased efficacy, and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty in their classrooms, train students on how to integrate others' works, cite sources appropriately, and use plagiarism detection software, students are less likely to plagiarize. The discussion includes suggestions for instructors to help them create a plagiarism-free environment.
Publisher
SPRINGER
Issue Date
2015-09
Language
English
Article Type
Article
Citation

JOURNAL OF ACADEMIC ETHICS, v.13, no.3, pp.239 - 258

ISSN
1570-1727
DOI
10.1007/s10805-015-9238-2
URI
http://hdl.handle.net/10203/272826
Appears in Collection
HSS-Journal Papers(저널논문)
Files in This Item
There are no files associated with this item.

qr_code

  • mendeley

    citeulike


rss_1.0 rss_2.0 atom_1.0