1 / 23

Is it Still Cheating if it’s Not Done on Purpose ?

Is it Still Cheating if it’s Not Done on Purpose ?. Accidental Plagiarism in Higher Education. Dr. Cheryl Kier Athabasca University. 2013 Hawaii International Conference on Education. Students Don’t Understand. Denial. Hi Ms. Kier,

thyra
Télécharger la présentation

Is it Still Cheating if it’s Not Done on Purpose ?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Is it Still Cheating if it’s Not Done on Purpose? Accidental Plagiarism in Higher Education. Dr. Cheryl Kier Athabasca University 2013 Hawaii International Conference on Education

  2. Students Don’t Understand Cheryl Kier Athabasca University

  3. Denial Hi Ms. Kier, This is __________ speaking. I’m calling in regards to my essay. Not only was the way that you phrased it entirely unprofessional on your part, it’s completely & totally not true. I would never plagiarize a paper. I’ve never plagiarized anything in my life. I managed to graduate with hounours from my undergrad university degree without ever being remotely accused of anything like that. The application that you sent me is something that unfortunately my computer is not compatible with. So I can’t even open it to find out how you basically accused me of this. But believe me I intend to fight you on this ‘cause there’s absolutely no way that it’s true. I went out of my way to cite all of my sources. To have in my paper. And I worked very hard over a lengthy period of time on this. Believe me Ms. Kier, I intend to fight you 100% on this ‘cause there’s no way you can prove that I plagiarised because I didn’t. I think that’s pretty clear with my 25 footnotes. [sigh] Anyway, I guess I will speak to you at another time regarding this matter. If you’d like to give me a call to discuss it, my number is ______But if not, I intend to take it higher with someone else in the department. Thank you very much for taking so long to get back to me on every single matter I’ve contacted you about and for generally not being available to answer my questions. And for accusing me of plagiarism. Very very kind of you. Cheryl Kier Athabasca University

  4. Today’s Definition • “Copy and paste” plagiarism • Copying of a few passages. • NOT reproducing an entire article. • “Issues of pedagogy” vs. fraud (Howard, 2000) Athabasca University Cheryl Kier

  5. Evidence from Literature • Questionnaires with scenarios • Is it “okay” to _______? • Which of the following are acceptable? Cheryl Kier Athabasca University

  6. Evidence from Literature: Behaviour Unable to describe what 29% Jackson, 2006 was wrong with a plagiarized passage Training helps Students randomly Dee & Jacob, assigned for training 2010 showed less plagiarism Walker, than control group 2008 Unable to recognize Half Roig, 1997 plagiarized passages Jones, 2011 Cheryl Kier Athabasca University

  7. This Study • 423 of 497 registrants (85%) in Adolescent Psychology completed all 5 course quizzes • August 8, 2007 to November 9, 2010 • Generally 87% female • Mean age = 30. • 43% live in Alberta. • 3.4% international students. • 53.6% other province or territory. Cheryl Kier Athabasca University

  8. Procedure • Quizzes 1-4: 1 question to recognize plagiarism • Select 1 of 4 options that did or did not represent plagiarism of that passage • Quiz 5: “Write the above passage in your own words in a way that does NOT constitute plagiarism.” • Prediction: After feedback on 4 quizzes, should be able to write quiz 5 question (& future papers) without plagiarism Cheryl Kier Athabasca University

  9. Coding • Quizzes 1-4: Frequency count of number of questions correct (0-4) • Quiz 5: Based on Walker (2008, p.390) • “1) word strings, that is lifting exact phrases consisting of five-to-nine words from the original • 2) substitutions, modifying the original text by using one to two synonyms; • 3) additions, including one-to- two new words to the original • 4) deletions, eliminating one-to-four words from the original; • 5) reversals, rearranging sentence order or interchanging phrases." Cheryl Kier Athabasca University

  10. Results: Students who Correctly Answered Multiple Choice Questions Cheryl Kier Athabasca University

  11. Did Students Get Better Over Time? • Quiz 1 93.8% correct • Quiz 2 75.5% correct • Quiz 3 71.5% correct • Quiz 4 82.2% correct Athabasca University Cheryl Kier

  12. Open-Ended Question “Although nearly all Trukese males in their teens and twenties engage in these activities, their externalizing escapades are limited to the weekends, and they rarely drink or fight during the week.” (31 words) Cheryl Kier Athabasca University

  13. Open-Ended Plagiaristic Instances (420 students) • Substitutions: N=453 • Word strings: N=376 • Additions: N=58 • Deletions: N=34 • Reversals: N=18 Cheryl Kier Athabasca University

  14. Are Higher Performing Students Engaging in Less Plagiarism? • 4 Questions Right: F(1,392) = 77.3, p< .001 (87.7% vs. 93.5%). • Word Strings: Fisher's Exact Test (1) = .47, NS • Deletions: Fisher's Exact Test (1) = .005, NS • Reversals: Fisher's Exact Test (1) = .045, NS • Additions: Borderline; Fisher's Exact Test(1) = 3.23, p<.084 • Substitutions: Opposite to expectation; Fisher's Exact Test (1) = 4.42, p<.03 Cheryl Kier Athabasca University

  15. Examples • Original passage: “Although nearly all Trukese males in their teens and twenties engage in these activities, their externalizing escapades are limited to the weekends, and they rarely drink or fight during the week.” • “their externalizing escapades” 8 (1.9%) • “externalizing escapades” 35 (8%) • “escapades” 57 (13.6%) • TOTAL 100 (23.5%) Cheryl Kier Athabasca University

  16. Examples • “Although nearly all Trukese males in their teens and twenties engage in these activities, their externalizing escapades are limited to the weekends, and they rarely drink or fight during the week.” • Think about the meaning of the following sentences. • Weekendsare the typical times for Trukese males, inthe teensto early twentiesrange, to drinkor fightas a way of externalizingthe activities. • Almost allmaleTrukese'sadolescents and emerging adolescents externalizetheir drinking and fighting behaviors on weekends. It is rare for these escapadesto occur on weekdays. Cheryl Kier Athabasca University

  17. Examples: Quotations & Citations • It would appear as though these activities are limited to the weekend. According to Arnett (2007) "their externalizing escapades are limited to weekends, and they rarely drink or fight during the week". • Most teenage and early twentiesTrukese males engageinexternalizingepisodes such as drink and fighton theweekendbut this type of behavior is quite rare during the week (Gilmore, 1990; as cited in Arnett, 2007). Cheryl Kier Athabasca University

  18. Discussion • Large numbers of students don’t understand what is plagiarism • High performing students don’t understand better than lower performing students • Simple exercise not sufficient to teach plagiarism Cheryl Kier Athabasca University

  19. Conclusions • Evidence suggests much/most plagiarism is inadvertent. • Students may be missing skills • Punitive measures (e.g., failing course) ineffective • Prevent/remedy by modules/tutorials • how to read articles, summarize main points, language of the discipline, etc. Cheryl Kier Athabasca University

  20. Thank You • Dee, T. S., & Jacob, B. A. (2010). Rational ignorance in education: A field experiment in student plagiarism. NBER Working Paper Series Working Paper 15672. Retrieved from http://www.nber.org/papers/w15672 • Ellery, K. (2008). Undergraduate plagiarism: a pedagogical perspective. Assessment & Evaluation in Higher Education, 33(5), 507–516. • Howard, R. M. (2000). Sexuality, textuality: The cultural work of plagiarism. College English 62, 473-91. Cheryl Kier Athabasca University

  21. References (cont.) • Jackson, P. (2006). Plagiarism construction online: Assessing undergraduate students' ability to avoid plagiarism, College & Research Libraries 67(5), 418-428. • Jones, D. L. R. (2011). Academic dishonesty: Are more students cheating? Business Communication Quarterly, 74(2), 141-150. DOI: 10.1177/1080569911404059 • Marshall, S. & Garry, M. (2005). Dec. 3-6. How well do students really understand plagiarism? Paper presented at the annual asciliteconference, Brisbane, Australia. Cheryl Kier

  22. References (p.3) • Roig, M. (1997). Can undergraduate students determine whether text has been plagiarised? Psychological Record, 47(1), 113-122. • Walker, A. L. (2008). Preventing unintentional plagiarism: A method for strengthening paraphrasing skills. Journal of Instructional Psychology, 35(4), 387-395. • Zimitat, C. (2008). Student perspective of plagiarism. In T. S. Roberts (Ed.) Student plagiarism in an online world: Problems and solutions. Chapter II. pp.10-22. Hershey: Information Science Reference. Cheryl Kier Athabasca University

  23. Cheryl Kier

More Related