In this paper, the authors explore a holistic three-stage framework currently used by the Eynesbury Institute of Business and Technology (EIBT), focused on academic staff identification and remediation processes for the prevention of (un)intentional student plagiarism. As a pre-university pathway provider—whose student-body is 98% “international”—plagiarism is a prevalent and complex issue that cannot be solved with a single-solution response. The three-stages of identification should be conceived holistically and with each stage being equally important to the assessment of student writing. It is worth noting, however, that the extent to which plagiarism is detected will determine the number of stages involved and the degree the student has transgressed. This framework emphasizes the need for, and importance of, Academic Integrity (AI), literary ownership, assessment transparency, and compatibility with partner institutions.
Education has evolved over time from face-to-face teaching to computer-supported learning, and now to even more sophisticated electronic tools. In particular, social technologies are being used to supplement the classroom experience and to ensure that students are becoming increasingly engaged in ways that appeal to them. No matter how educationally beneficial, however, new technology is affected by its users. To investigate this, lecturers at the Eynesbury Institute of Business and Technology (EIBT)—a Higher Education pathway provider—were surveyed to determine their perception and application of social technolog(ies) in their personal, but predominantly ‘professional' lives. Utilising a qualitative and autoethnographic approach, one author provides an insight into their own attitude toward social technologies, coupled with responses to three open-ended questions. Thereafter, the same questions were posed to EIBT academic staff to understand their willingness or reluctance to use social technologies in their practice as part of their first-year pathway course(s).
This paper offers a critical examination of an e-learning project in the context of a Distance Education training program delivered to teacher trainers by an external university in Rwanda. In examining the successes and failures of the project, it uses a framework based on ideas promulgated by Moore (1995) and strives to provide guidance and reference for future projects in this field.
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