How to correct teaching methods that favour plagiarism: recommendations from teachers and students in a Spanish language distance education university

The Unbearable Lightness of Academic Fraud: Portuguese Higher Education Students’ Perceptions

“…However, more educational and less repressive environments may promote less resentment on the part of students and tend to reduce the propensity to comment on academic fraud. This was an idea advocated by students who participated in focus groups and is also suggested in several studies [8,18,[40][41][42][43].…”

“…However, it is increasingly argued that educational organisations should also take on the integrity strategy [8,18,[40][41][42][43], and there is research that highlights the relationship between teaching-learning methods and the lesser or greater propensity for students to adopt bad academic behaviour. It can also be argued that this position reflects the point of view of teachers and institutions and not so much that of learners, who value disciplinary strategy more [44].…”

Üliõpilaste arusaamad plagiaadist ja plagiaadituvastussüsteemidest

“…Chankova (2017) näeb tahtliku plagiaadi ennetamise ja vähendamise võimalusena õppeprotsessi, mitte õpitulemuste väärtustamist. Lisaks saavad õppejõud anda üliõpilastele atraktiivsemaid ülesandeid, mis nõuavad teadmiste rakendamist, individuaalset analüüsi ja sünteesi ning mille vastuseid ei saa internetist lihtsa vaevaga kätte (Espinoza & Nájera, 2015;Seifried, Lenhard, & Spinath, 2015).…”

“…Students' academic behaviour is also influenced by the faculties' attitudes to plagiarism (Marshall & Garry, 2005). The confusion of faculty members about plagiarism and what it entails (Espinoza & Nájera, 2015) and their inability to implement penalties (Pickard, 2006) send mixed signals to students. Studies have also shown that students recognise plagiarism as unethical but are not able to describe how to make a proper citation (Adam et al, 2017) or recognise different forms of plagiarism (Marshall & Garry, 2005;Bokosmaty et al, 2017).…”

Conceptual Review of Literature on Student Plagiarism: Focusing on Nigerian Higher Education Institutions

“…Cummings (2003) suggests that creative assignments would divert the attention of students from seeking direct answers from the internet or online sources. Assignments which have straightforward answers rather than exploration of "what if" scenarios for instance, may not be productive in eliciting deep-learning from the students (Arce Espinoza & Monge Nájera, 2014).…”