TURNITIN or TURNITOUT: An Evaluation of the effectiveness of the Plagiarism deterrent Software

1. TURNITIN or TURNITOUT: An Evaluation of the effectiveness of the Plagiarism deterrent Software Matshidiso Pooe and Dichaba Mpho

2. Introduction • Cheating is a global problem (Ramorola, 2012) • Cheating is here to stay and is increasing (Gross, 2011) • Schools and tertiary institutions have to address the problem (Foucher, 2009) • Integrating technology into teaching and learning is a process involving thorough planning (Ntlabathi,2015) • Technological change pose challenges on how universities carryout daily activities ( Hay and Herselman,2003)

3. Values shift Research • Gross (2011) outlines that: • Researchers are aware of the shift in values than academics and university administration. • Academics and university administrators are trying to find solutions to the problem of cheating and plagiarism

4. The values shift research Traditional values Emerging values Subjective merit Collaborative effort = highest regard Community property – credit not required Integrity part of relationship, not rules Failure is not acceptable • Objective merit • Individual effort = highest regard • Private property – credit • Integrity = adherence to rules • Failure is seen as a learning curve

5. Change in values

6. How to address the problem using Values Shift Research? • Values Shift Research can assist universities and schools to understand the following: • cheating is a product of change of values, not a willful criminal activity • institutions must adapt policies, classroom practice and evaluation of student performance • implement policies and strategies that emphasize collaboration, inquiry and initiative

7. General assumptions We assume academics know how : • values have changed • to use assessment strategies to meet outcomes and new values • know all the cheating techniques • to use new collaborative and interactive teaching methods • The value with respect to learning gains does the use of technology add • Support their students according to their profiles • To apply online learning pedagogic principles • Is this the case?

8. RESEARCH METHODOLOGY • Research design : • Qualitative • Case study • Population • Academics and postgraduate students at comprehensive university in South Africa • Sampling • Convinient sampling • Methodology • Face-face interviews • Data analysis- Thematic

9. Research Aim and Objectives • Aim: To explore the pedagogical value of Turnitin in teaching and learning ( Postgraduate research) • Objectives of the study • To examine the extent to which academics encourages students to integrate academic integrity values in their writing • To identify respondents' experiences and preferences of using technology in teaching and learning

10. Role players involved in assessment

11. What are the available solutions? • Web-based plagiarism deterrent softwares :TurnItIn and iThenticate • Turnitin can be used as a deterrent, but also as an educational tool to teach students how to work with sources and to improve paraphrasing and quoting skills(classroom setting) • iThenticate is designed for academics and researchers, allows for document sharing and collaboration

12. What are the available tools? • Web-based plagiarism deterrent softwares :TurnItIn and iThenticate • Turnitin - an educational tool to teach students how to work with sources and to improve paraphrasing and quoting skills (classroom setting) • Turnitin Functionality - OriginalityCheck: • The original Turnitin functionality , which identifies overlap between pieces of writing and produces an originality report with the percentage of overlapping material • iThenticate is designed for academics and researchers, allows for document sharing and collaboration

13. Findings

14. Findings

15. Findings

16. Findings

17. Findings

18. Role Players • Student • Lecturer/ supervisor/ mentor • College’s HD committee • Academic Support services

19. Originality report determinants • What is the acceptable similarity Index? • Problem statement or focus area of the study • Style of the supervisor • College/ Faculty guidelines

20. TurnItIn Report

21. Originality report

22. Source level analysis

23. SIMILARITY INDEX REPORT

24. Conclusion • Universities need to adapt their policies according to the suggestions of the values shift research. • Capacity building programmes and continuous support are crucial elements for technology integration in teaching and learning for both students and lecturers. • Roles and responsibilities on the use of Turnitin should be classified • Turnitin should be used for the purpose it was created for • When using LMS , necessary infrastructure, training and support should be readily available .

25. College/Faculty-based Student orientation PROPOSED PROCESS: of integrating Turnitin ( research ) Supervisor allocation Proposal submission & Approval Chapter submissions to supervisor & feedback Turnitin & corrections Final Write-up, submission to Turnitin and examination

26. Integrating Turnitin Into T&L

28. Thank you