Engaging Students in the Topic of Plagiarism by Using a Student Response System

In taking account of the call by Macdonald and Carroll (2006) to adopt a holistic approach when addressing the issue of plagiarism in student writing, the presenters have developed a short programme designed to help new first year undergraduates learn about plagiarism. The programme has a number of elements beginning and ending with writing activities but also includes the use of a student response system (SRS) during a lecture.
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 explain how the SRS is used to provide participants with opportunities to reflect on their own understanding of plagiarism and further encourage them to recognise acceptable and unacceptable practices in writing at university.
Data collected during the sessions suggests that student understanding of plagiarism may be improved following participation. Furthermore, the benefits of the approach, and particularly the use of the SRS, 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(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).

Macdonald, R. & J. Carroll (2006). Plagiarism—a complex issue requiring a holistic institutional approach. Assessment & Evaluation in Higher Education, 31(2), 233-245. (doi: 10.1080/02602930500262536).

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(4), 457-473. (doi: 10.1080/0307507032000122297).