Search:
Computing and Library Services - delivering an inspiring information environment

Using a student response system to help students learn about plagiarism.

Byrne, Gillian and Ireland, Chris (2011) Using a student response system to help students learn about plagiarism. In: EAP within the HE Garden: Cross Pollination between Disciplines, Departments, Research & Teaching. The BALEAP Biennial Conference, 10th - 12th April 2011, University of Portsmouth. (Unpublished)

This is the latest version of this item.

Metadata only available from this repository.

Abstract

The 'Using technology to prevent plagiarism’ project investigated how a variety of technologies might be used to help students further their understanding of plagiarism. This paper will provide an overview of the technologies used in the project but will focus particular on the use made of a student response system (SRS) in large lectures. The SRS has been promoted as a pedagogic tool which can facilitate active learning in lectures by encouraging greater student
participation (Nicol and Boyle 2003; Beekes 2006), raising the level of enjoyment (Beekes 2006; Ewing 2006) and providing feedback both to the lecturer and students (Nicol and Boyle 2003). The paper will report on the use of a SRS in sessions designed to provide participants with opportunities to reflect on their own understanding of plagiarism and further encourage them to recognise acceptable and unacceptable practice in writing at university.
The SRS on plagiarism is used in a range of contexts. It features in a first year accountancy module which has an early
focus on writing, a final year EAP course attended mainly by students from Europe and on a number of postgraduate courses with high numbers of students from overseas.

Data collected during sessions suggests that student understanding of plagiarism may be improved. The benefits of the approach in helping to further student understanding of plagiarism are also supported by student feedback both through comments and evaluations.

Beekes, W. 2006. The 'Millionaire' method for encouraging participation. Active Learning in Higher Education 7, no.1:
25-36. (doi: 10.1177/1469787406061143).
Ewing, A. 2006. Increasing Classroom Engagement Through the Use of Technology. Maricopa Institute for Learning.
http://hakatai.mcli.dist.maricopa.edu/mil/fcontent/2005-2006/ewing_rpt.pdf (accessed May 13, 2009).
Nicol, D. J., and J. T. Boyle. 2003. Peer instruction versus class-wide discussion in large classes: a comparison of two
interaction methods in the wired classroom. Studies in Higher Education 28, no.4: 457-473. (doi:
10.1080/0307507032000122297).

Item Type: Conference or Workshop Item (Paper)
Subjects: L Education > L Education (General)
Schools: The Business School
The Business School > Business Education Research Group
Related URLs:
References:

Beekes, W. 2006. The 'Millionaire' method for encouraging participation, Active Learning in Higher Education 7(1), pp. 25-36. doi:10.1177/1469787406061143 (accessed May 5, 2009).

Bombaro, C. (2007). Using audience response technology to teach academic integrity: "The seven deadly sins of plagiarism" at Dickinson College, Reference Services Review, 35(2), pp.296-309. http://dx.doi.org/10.1108/00907320710749209 (accessed July 2, 2008).

Carroll, J. (2009) Plagiarism as a Threat to Learning: An Educational Response. In Joughin, G. (Ed.), Assessment, Learning and Judgement in Higher Education: A Critical Review. Berlin: Springer. pp.115-131.

Carroll, J. & Appleton, J. (2001) Plagiarism: a good practice guide. UK: JISC.

Clerehan, R. & Walker, I. (2004). Student perceptions of preparedness for first-year university assignment writing: The discipline of marketing. In K. Dellar-Evans & P. Zeegers (Eds.). In the future ... Refereed Proceedings of the 2003 Biannual Language and Academic Skills in Higher Education Conference pp. 37-46. Adelaide: Student Learning Center, Flinders University.

Davis, M. (2007). Creating Learning and Unlearning Opportunities from Turnitin in the Process Of Academic Writing. Post-Conference Reflections and Abstracts from Designing for Learning eLearning@greenwich Conference, 4 July. London: University of Greenwich, pp. 41–46. http://web-dev-csc.gre.ac.uk/conference/conf62/docs/DesigningforLearning2007.pdf (accessed March 22, 2011).

Davis, M. (2010). Tracking the development of source use within plagiarism education at postgraduate level: the experiences of international students in UK higher education, Sustainable writing development: approaches and challenges. Presented at the Writing Development in Higher Education Conference, 28-30 June. London: London Metropolitan University.

Davis, M. & Carroll, J. (2009). Formative feedback within plagiarism education: Is there a role for text-matching software?, International Journal for Educational Integrity, 5(2), pp.58-70. http://www.ojs.unisa.edu.au/index.php/IJEI/article/view/614/471 (accessed April 02, 2011).

Elliott, D. (2005). Early mornings and apprehension: active learning in lectures, Journal of Leisure, Sport and Tourism Education 4(1), pp. 53-58. http://business.heacademy.ac.uk/assets/hlst/documents/johlste/vol4no1/0086.pdf (accessed July 16, 2010).

Ewing, A. (2006). Increasing Classroom Engagement Through the Use of Technology. Maricopa Institute for Learning. http://hakatai.mcli.dist.maricopa.edu/mil/fcontent/2005-2006/ewing_rpt.pdf (accessed May 13, 2009).

Hooper, H., Valentine, R. and Finlay, I. (2006). Using the personal response system to diagnose students understanding of academic misconduct, 2nd International Plagiarism Conference. The Sage, Gateshead 19-21 June. Newcastle-upon-Tyne. http://www.plagiarismadvice.org/images/stories/old_site/media/2006ConferenceProgramme.pdf (accessed March 08, 2011).

Ireland, C. and English, J. (2010). Supported practice and feedback: uncovering students’ understanding of plagiarism through using varied activities. In: Supporting academic integrity: Approaches and resources for higher education. The Higher Education Academy, pp.35-36.

Ireland, C. and English, J. (forthcoming). Let Them Plagiarise: Developing academic writing in a safe environment. Draft paper submitted for the Conference Proceedings of the European Association for the Teaching of Academic Writing Conference 2009, The Roles of Writing Development in Higher Education and Beyond, 30 June – 2 July. Coventry: Coventry University. http://eprints.hud.ac.uk/7521 (accessed April 02, 2011).

Nicol, D. J. and Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: a comparison of two interaction methods in the wired classroom, Studies in Higher Education 28(4), pp. 457-473. doi: 10.1080/0307507032000122297 (accessed July 14, 2010).

Pecorari, D. (2003). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing, 12(4), pp.317-345. doi:10.1016/j.jslw.2003.08.004 (accessed April 02, 2011).

Perry, B. (2010). Exploring academic misconduct: Some insights into student behaviour, Active Learning in Higher Education, 11(2), pp.97-108. doi: 10.1177/1469787410365657 (accessed March 22, 2011).

Tinker, A., Byrne, G. and Cattermole, C. (2010). Creating learning communities: three social software tools, Journal of Learning Development in Higher Education, 2. http://eprints.hud.ac.uk/9064/ (accessed April 02, 2011).

Wingate, U. (2006). Doing away with study skills, Teaching in Higher Education, 11(4), pp.457-469. doi:10.1080/13562510600874268 (accessed March 22, 2011).

Depositing User: Christopher Ireland
Date Deposited: 26 May 2011 14:44
Last Modified: 25 Mar 2014 12:34
URI: http://eprints.hud.ac.uk/id/eprint/10605

Available Versions of this Item

  • Using a student response system to help students learn about plagiarism. (deposited 26 May 2011 14:44)[Currently Displayed]

Item control for Repository Staff only:

View Item

University of Huddersfield, Queensgate, Huddersfield, HD1 3DH Copyright and Disclaimer All rights reserved ©