Online Plagiarism Training Falls Short in Biology Classrooms

Holt, Emily A.; Fagerheim, Britt; Durham, Susan L.

doi:10.1187/cbe.13-08-0146

Cited by 14 publications

(10 citation statements)

References 29 publications

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“…Cloning usually implies word-for-word copy without quotation marks (Plagiarism Today, 2012 In fact, the inconsistency we noted between the concept of plagiarism and actual practice in the classroom does not seem to be a peculiarity of this sample of Brazilian teachers. Difficulty to identify plagiarism has been reported for teachers and students from different cultures and nations (Roig 1997, 2001, Pecorari 2003, Bretag 2013, Holt et al 2014.…”

Section: Resultsmentioning

confidence: 99%

Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil

Santos

Sant’Ana³

et al. 2017

An. Acad. Bras. Ciênc.

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Fostering innovation and creativity is a priority in the science and education policy agenda of most countries, which have advocated that innovative minds and processes will boost scientific and economic growth. While our knowledge society has embraced this view, fostering creativity is among the major challenges faced by educators and policymakers. For example, plagiarism, which may be considered a form of imitation and repetition, is a global concern at schools and universities. However, most discussions focus on academic integrity, which, we believe, leaves some gaps in the approach to the problem. As part of an ongoing project on plagiarism, science and education policy, we show results from a survey sent to 143 high-school science teachers at one of the most highly regarded federal schools in Brazil. Among respondents (n=42), about 50% admit that students plagiarize in assignments. Additionally, many of these educators suggest that the way biology, chemistry and physics are taught at school stimulates more repetition than creativity. Our findings are consistent with the need for a broader perspective on plagiarism and with initiatives to stimulate creativity and critical thinking among students. Although we offer a perspective from Brazil, it may illuminate current discussions on plagiarism, particularly in emerging countries.

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Section: Resultsmentioning

confidence: 99%

Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil

Santos

Sant’Ana³

et al. 2017

An. Acad. Bras. Ciênc.

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show abstract

“…Additionally, context‐based education and training of students about plagiarism improves their capacity to identify and prevent it (Holt, 2012). Because students actively search for and correct plagiarism (as is done in the Wikipedia assignment described above), their efficacy and competence in avoiding plagiarism is much greater than if they simply read about it or participated in an online training about plagiarism (Holt et al., 2014).…”

Section: Taking the Plungementioning

confidence: 99%

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

Harris

McCarthy

Wright

et al. 2020

Ecology and Evolution

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In response to COVID-19, in spring, 2020 many of us rapidly took our in-person courses to an online format. This was panic pedagogy and we made the best of an emergency situation. Going forward, we now have a chance to reflect and think critically about how to best develop and deliver evolutionary and ecological content online. In this piece we challenge instructors to use the opportunity created by the COVID-19 pandemic to rethink the way in which they teach. Let us leverage the situation to increase use of active and inclusive practices in our (online) classrooms. We encourage instructors to be

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“…Additionally, educating students about plagiarism improves their capacity to identify it (Holt, 2012). Because students actively search for and correct plagiarism (as is done in the Wikipedia assignment described above), their efficacy and competence in avoiding plagiarism is much greater than if they simply read about it or participated in an online training about plagiarism (Holt et al, 2014).…”

Section: Wikipedia Assignmentsmentioning

confidence: 99%

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses.

Harris

McCarthy

Wright

et al. 2020

Preprint

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The rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underrepresented in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper we offer strategies and techniques that weave together active and inclusive teaching practices and challenge faculty to commit to making small changes in the fall as a first step to more inclusive teaching in ecology and evolutionary biology courses.

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Online Plagiarism Training Falls Short in Biology Classrooms

Cited by 14 publications

References 29 publications

Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil

Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses.

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