The Effectiveness of Direct-Instruction and Student-Centered Teaching Methods on Students' Functional Understanding of Plagiarism

Abstract

To improve students' functional understanding of plagiarism, a variety of approaches was tried within a comprehensive information literacy program. Sessions were taught as a "module" inside a required communications skills class at a private university. Approaches taken included control, direct-instruction, and student-centered sessions. Students were taught content and definitions regarding plagiarism, what circumstances or instances constitute plagiarism, where to go for help in avoiding plagiarism, and what constitutes appropriate paraphrasing. Pretest and posttest scores indicated that no approach performed significantly better than the others; however, even though students improved across all methods, they nonetheless showed the need for more hands-on practice.

An Investigation of the Effects of Citation Instruction to Avoid Plagiarism in EFL Academic Writing Assignments

“…Hyland (2009) focuses on the reading comprehension element of summarizing. Moniz, Fine, and Bliss's (2008) research found no significant differences in a student's perceptions about of plagiarism disregarding the specific teaching method. Hammill's (2009) research study was based on class sessions with a pre and post evaluations, including broad questions about the concept of plagiarism and questions on whether specific incidents were considered as illustrations of plagiarism.…”

Online Plagiarism Training Falls Short in Biology Classrooms

“…The incidence and proposed causes of plagiarism in higher education are well documented ( Scanlon and Neumann, 2002 ; Park, 2003 ; McCabe, 2005 ; Dee and Jacob, 2012 ). In response, faculty and researchers have argued that students should be taught how to recognize and avoid plagiarism, as relying exclusively on punishment to discourage plagiarism is ineffective ( Roig, 1997 ; Moniz et al , 2008 ; Mages and Garson, 2010 ; Risquez et al , 2013 ). A key question, however, is how to effectively teach students to avoid plagiarism and properly incorporate others’ ideas into their work.…”

Educational Responses to Academic Integrity

“…To learn about academic integrity, students require opportunities to talk about their understandings of acknowledgment, plagiarism, and collusion and how and when these are context dependent. To develop their academic skills, students need feedback (Carroll, 2002;Owens & White, 2013) and practice in acknowledging sources and other people's work (Moniz, Fine, & Bliss, 2008).…”