Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom
Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. Th...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Kashian, Nicole [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2015 |
|---|
| Rechteinformationen: |
Nutzungsrecht: © Springer Science+Business Media Dordrecht 2015 © COPYRIGHT 2015 Springer |
|---|
| Schlagwörter: |
|---|
| Übergeordnetes Werk: |
Enthalten in: Journal of academic ethics - Dordrecht : Springer Science + Business Media, 2003, 13(2015), 3, Seite 239-258 |
|---|---|
| Übergeordnetes Werk: |
volume:13 ; year:2015 ; number:3 ; pages:239-258 |
| Links: |
|---|
| DOI / URN: |
10.1007/s10805-015-9238-2 |
|---|
| Katalog-ID: |
OLC195760896X |
|---|
| LEADER | 01000caa a2200265 4500 | ||
|---|---|---|---|
| 001 | OLC195760896X | ||
| 003 | DE-627 | ||
| 005 | 20211208140710.0 | ||
| 007 | tu | ||
| 008 | 160206s2015 xx ||||| 00| ||eng c | ||
| 024 | 7 | |a 10.1007/s10805-015-9238-2 |2 doi | |
| 028 | 5 | 2 | |a PQ20160617 |
| 035 | |a (DE-627)OLC195760896X | ||
| 035 | |a (DE-599)GBVOLC195760896X | ||
| 035 | |a (PRQ)c1778-4056590bed573774496e5a3a2bc53243581c2020492d6cb38a3c2575d18dc16e0 | ||
| 035 | |a (KEY)9740018120150000013000300239evaluationofaninstructionalactivitytoreduceplagiar | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 082 | 0 | 4 | |a 100 |q DNB |
| 100 | 1 | |a Kashian, Nicole |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom |
| 264 | 1 | |c 2015 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a ohne Hilfsmittel zu benutzen |b n |2 rdamedia | ||
| 338 | |a Band |b nc |2 rdacarrier | ||
| 520 | |a Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an instructional activity designed to help students improve their understanding of plagiarism, the consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation elements. Results indicate students had a greater understanding of plagiarism, increased efficacy, and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty in their classrooms, train students on how to integrate others’ works, cite sources appropriately, and use plagiarism detection software, students are less likely to plagiarize. The discussion includes suggestions for instructors to help them create a plagiarism-free environment. | ||
| 540 | |a Nutzungsrecht: © Springer Science+Business Media Dordrecht 2015 | ||
| 540 | |a © COPYRIGHT 2015 Springer | ||
| 650 | 4 | |a Plagiarism detection software | |
| 650 | 4 | |a Education | |
| 650 | 4 | |a Academic dishonesty | |
| 650 | 4 | |a Ethics | |
| 650 | 4 | |a Student plagiarism | |
| 650 | 4 | |a Plagiarism prevention | |
| 650 | 4 | |a Administration, Organization and Leadership | |
| 650 | 4 | |a Plagiarism reduction | |
| 650 | 4 | |a Plagiarism instruction | |
| 650 | 4 | |a Classroom management | |
| 650 | 4 | |a Instructional design | |
| 650 | 4 | |a Classroom discussion | |
| 650 | 4 | |a Educational software | |
| 650 | 4 | |a Plagiarism | |
| 700 | 1 | |a Cruz, Shannon M |4 oth | |
| 700 | 1 | |a Jang, Jeong-woo |4 oth | |
| 700 | 1 | |a Silk, Kami J |4 oth | |
| 773 | 0 | 8 | |i Enthalten in |t Journal of academic ethics |d Dordrecht : Springer Science + Business Media, 2003 |g 13(2015), 3, Seite 239-258 |w (DE-627)472648640 |w (DE-600)2168193-4 |w (DE-576)9472648649 |x 1570-1727 |7 nnns |
| 773 | 1 | 8 | |g volume:13 |g year:2015 |g number:3 |g pages:239-258 |
| 856 | 4 | 1 | |u http://dx.doi.org/10.1007/s10805-015-9238-2 |3 Volltext |
| 856 | 4 | 2 | |u http://search.proquest.com/docview/1707978987 |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_OLC | ||
| 912 | |a SSG-OLC-PHI | ||
| 951 | |a AR | ||
| 952 | |d 13 |j 2015 |e 3 |h 239-258 | ||
| author_variant |
n k nk |
|---|---|
| matchkey_str |
article:15701727:2015----::vlainfnntutoaatvttrdcpairsiteo |
| hierarchy_sort_str |
2015 |
| publishDate |
2015 |
| allfields |
10.1007/s10805-015-9238-2 doi PQ20160617 (DE-627)OLC195760896X (DE-599)GBVOLC195760896X (PRQ)c1778-4056590bed573774496e5a3a2bc53243581c2020492d6cb38a3c2575d18dc16e0 (KEY)9740018120150000013000300239evaluationofaninstructionalactivitytoreduceplagiar DE-627 ger DE-627 rakwb eng 100 DNB Kashian, Nicole verfasserin aut Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an instructional activity designed to help students improve their understanding of plagiarism, the consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation elements. Results indicate students had a greater understanding of plagiarism, increased efficacy, and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty in their classrooms, train students on how to integrate others’ works, cite sources appropriately, and use plagiarism detection software, students are less likely to plagiarize. The discussion includes suggestions for instructors to help them create a plagiarism-free environment. Nutzungsrecht: © Springer Science+Business Media Dordrecht 2015 © COPYRIGHT 2015 Springer Plagiarism detection software Education Academic dishonesty Ethics Student plagiarism Plagiarism prevention Administration, Organization and Leadership Plagiarism reduction Plagiarism instruction Classroom management Instructional design Classroom discussion Educational software Plagiarism Cruz, Shannon M oth Jang, Jeong-woo oth Silk, Kami J oth Enthalten in Journal of academic ethics Dordrecht : Springer Science + Business Media, 2003 13(2015), 3, Seite 239-258 (DE-627)472648640 (DE-600)2168193-4 (DE-576)9472648649 1570-1727 nnns volume:13 year:2015 number:3 pages:239-258 http://dx.doi.org/10.1007/s10805-015-9238-2 Volltext http://search.proquest.com/docview/1707978987 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-PHI AR 13 2015 3 239-258 |
| spelling |
10.1007/s10805-015-9238-2 doi PQ20160617 (DE-627)OLC195760896X (DE-599)GBVOLC195760896X (PRQ)c1778-4056590bed573774496e5a3a2bc53243581c2020492d6cb38a3c2575d18dc16e0 (KEY)9740018120150000013000300239evaluationofaninstructionalactivitytoreduceplagiar DE-627 ger DE-627 rakwb eng 100 DNB Kashian, Nicole verfasserin aut Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an instructional activity designed to help students improve their understanding of plagiarism, the consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation elements. Results indicate students had a greater understanding of plagiarism, increased efficacy, and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty in their classrooms, train students on how to integrate others’ works, cite sources appropriately, and use plagiarism detection software, students are less likely to plagiarize. The discussion includes suggestions for instructors to help them create a plagiarism-free environment. Nutzungsrecht: © Springer Science+Business Media Dordrecht 2015 © COPYRIGHT 2015 Springer Plagiarism detection software Education Academic dishonesty Ethics Student plagiarism Plagiarism prevention Administration, Organization and Leadership Plagiarism reduction Plagiarism instruction Classroom management Instructional design Classroom discussion Educational software Plagiarism Cruz, Shannon M oth Jang, Jeong-woo oth Silk, Kami J oth Enthalten in Journal of academic ethics Dordrecht : Springer Science + Business Media, 2003 13(2015), 3, Seite 239-258 (DE-627)472648640 (DE-600)2168193-4 (DE-576)9472648649 1570-1727 nnns volume:13 year:2015 number:3 pages:239-258 http://dx.doi.org/10.1007/s10805-015-9238-2 Volltext http://search.proquest.com/docview/1707978987 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-PHI AR 13 2015 3 239-258 |
| allfields_unstemmed |
10.1007/s10805-015-9238-2 doi PQ20160617 (DE-627)OLC195760896X (DE-599)GBVOLC195760896X (PRQ)c1778-4056590bed573774496e5a3a2bc53243581c2020492d6cb38a3c2575d18dc16e0 (KEY)9740018120150000013000300239evaluationofaninstructionalactivitytoreduceplagiar DE-627 ger DE-627 rakwb eng 100 DNB Kashian, Nicole verfasserin aut Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an instructional activity designed to help students improve their understanding of plagiarism, the consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation elements. Results indicate students had a greater understanding of plagiarism, increased efficacy, and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty in their classrooms, train students on how to integrate others’ works, cite sources appropriately, and use plagiarism detection software, students are less likely to plagiarize. The discussion includes suggestions for instructors to help them create a plagiarism-free environment. Nutzungsrecht: © Springer Science+Business Media Dordrecht 2015 © COPYRIGHT 2015 Springer Plagiarism detection software Education Academic dishonesty Ethics Student plagiarism Plagiarism prevention Administration, Organization and Leadership Plagiarism reduction Plagiarism instruction Classroom management Instructional design Classroom discussion Educational software Plagiarism Cruz, Shannon M oth Jang, Jeong-woo oth Silk, Kami J oth Enthalten in Journal of academic ethics Dordrecht : Springer Science + Business Media, 2003 13(2015), 3, Seite 239-258 (DE-627)472648640 (DE-600)2168193-4 (DE-576)9472648649 1570-1727 nnns volume:13 year:2015 number:3 pages:239-258 http://dx.doi.org/10.1007/s10805-015-9238-2 Volltext http://search.proquest.com/docview/1707978987 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-PHI AR 13 2015 3 239-258 |
| allfieldsGer |
10.1007/s10805-015-9238-2 doi PQ20160617 (DE-627)OLC195760896X (DE-599)GBVOLC195760896X (PRQ)c1778-4056590bed573774496e5a3a2bc53243581c2020492d6cb38a3c2575d18dc16e0 (KEY)9740018120150000013000300239evaluationofaninstructionalactivitytoreduceplagiar DE-627 ger DE-627 rakwb eng 100 DNB Kashian, Nicole verfasserin aut Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an instructional activity designed to help students improve their understanding of plagiarism, the consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation elements. Results indicate students had a greater understanding of plagiarism, increased efficacy, and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty in their classrooms, train students on how to integrate others’ works, cite sources appropriately, and use plagiarism detection software, students are less likely to plagiarize. The discussion includes suggestions for instructors to help them create a plagiarism-free environment. Nutzungsrecht: © Springer Science+Business Media Dordrecht 2015 © COPYRIGHT 2015 Springer Plagiarism detection software Education Academic dishonesty Ethics Student plagiarism Plagiarism prevention Administration, Organization and Leadership Plagiarism reduction Plagiarism instruction Classroom management Instructional design Classroom discussion Educational software Plagiarism Cruz, Shannon M oth Jang, Jeong-woo oth Silk, Kami J oth Enthalten in Journal of academic ethics Dordrecht : Springer Science + Business Media, 2003 13(2015), 3, Seite 239-258 (DE-627)472648640 (DE-600)2168193-4 (DE-576)9472648649 1570-1727 nnns volume:13 year:2015 number:3 pages:239-258 http://dx.doi.org/10.1007/s10805-015-9238-2 Volltext http://search.proquest.com/docview/1707978987 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-PHI AR 13 2015 3 239-258 |
| allfieldsSound |
10.1007/s10805-015-9238-2 doi PQ20160617 (DE-627)OLC195760896X (DE-599)GBVOLC195760896X (PRQ)c1778-4056590bed573774496e5a3a2bc53243581c2020492d6cb38a3c2575d18dc16e0 (KEY)9740018120150000013000300239evaluationofaninstructionalactivitytoreduceplagiar DE-627 ger DE-627 rakwb eng 100 DNB Kashian, Nicole verfasserin aut Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an instructional activity designed to help students improve their understanding of plagiarism, the consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation elements. Results indicate students had a greater understanding of plagiarism, increased efficacy, and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty in their classrooms, train students on how to integrate others’ works, cite sources appropriately, and use plagiarism detection software, students are less likely to plagiarize. The discussion includes suggestions for instructors to help them create a plagiarism-free environment. Nutzungsrecht: © Springer Science+Business Media Dordrecht 2015 © COPYRIGHT 2015 Springer Plagiarism detection software Education Academic dishonesty Ethics Student plagiarism Plagiarism prevention Administration, Organization and Leadership Plagiarism reduction Plagiarism instruction Classroom management Instructional design Classroom discussion Educational software Plagiarism Cruz, Shannon M oth Jang, Jeong-woo oth Silk, Kami J oth Enthalten in Journal of academic ethics Dordrecht : Springer Science + Business Media, 2003 13(2015), 3, Seite 239-258 (DE-627)472648640 (DE-600)2168193-4 (DE-576)9472648649 1570-1727 nnns volume:13 year:2015 number:3 pages:239-258 http://dx.doi.org/10.1007/s10805-015-9238-2 Volltext http://search.proquest.com/docview/1707978987 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-PHI AR 13 2015 3 239-258 |
| language |
English |
| source |
Enthalten in Journal of academic ethics 13(2015), 3, Seite 239-258 volume:13 year:2015 number:3 pages:239-258 |
| sourceStr |
Enthalten in Journal of academic ethics 13(2015), 3, Seite 239-258 volume:13 year:2015 number:3 pages:239-258 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
Plagiarism detection software Education Academic dishonesty Ethics Student plagiarism Plagiarism prevention Administration, Organization and Leadership Plagiarism reduction Plagiarism instruction Classroom management Instructional design Classroom discussion Educational software Plagiarism |
| dewey-raw |
100 |
| isfreeaccess_bool |
false |
| container_title |
Journal of academic ethics |
| authorswithroles_txt_mv |
Kashian, Nicole @@aut@@ Cruz, Shannon M @@oth@@ Jang, Jeong-woo @@oth@@ Silk, Kami J @@oth@@ |
| publishDateDaySort_date |
2015-01-01T00:00:00Z |
| hierarchy_top_id |
472648640 |
| dewey-sort |
3100 |
| id |
OLC195760896X |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a2200265 4500</leader><controlfield tag="001">OLC195760896X</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20211208140710.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">160206s2015 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s10805-015-9238-2</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">PQ20160617</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC195760896X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)GBVOLC195760896X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PRQ)c1778-4056590bed573774496e5a3a2bc53243581c2020492d6cb38a3c2575d18dc16e0</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(KEY)9740018120150000013000300239evaluationofaninstructionalactivitytoreduceplagiar</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">100</subfield><subfield code="q">DNB</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Kashian, Nicole</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2015</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an instructional activity designed to help students improve their understanding of plagiarism, the consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation elements. Results indicate students had a greater understanding of plagiarism, increased efficacy, and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty in their classrooms, train students on how to integrate others’ works, cite sources appropriately, and use plagiarism detection software, students are less likely to plagiarize. The discussion includes suggestions for instructors to help them create a plagiarism-free environment.</subfield></datafield><datafield tag="540" ind1=" " ind2=" "><subfield code="a">Nutzungsrecht: © Springer Science+Business Media Dordrecht 2015</subfield></datafield><datafield tag="540" ind1=" " ind2=" "><subfield code="a">© COPYRIGHT 2015 Springer</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Plagiarism detection software</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Academic dishonesty</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Ethics</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Student plagiarism</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Plagiarism prevention</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Administration, Organization and Leadership</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Plagiarism reduction</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Plagiarism instruction</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Classroom management</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Instructional design</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Classroom discussion</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Educational software</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Plagiarism</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Cruz, Shannon M</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Jang, Jeong-woo</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Silk, Kami J</subfield><subfield code="4">oth</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Journal of academic ethics</subfield><subfield code="d">Dordrecht : Springer Science + Business Media, 2003</subfield><subfield code="g">13(2015), 3, Seite 239-258</subfield><subfield code="w">(DE-627)472648640</subfield><subfield code="w">(DE-600)2168193-4</subfield><subfield code="w">(DE-576)9472648649</subfield><subfield code="x">1570-1727</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:13</subfield><subfield code="g">year:2015</subfield><subfield code="g">number:3</subfield><subfield code="g">pages:239-258</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">http://dx.doi.org/10.1007/s10805-015-9238-2</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">http://search.proquest.com/docview/1707978987</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-PHI</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">13</subfield><subfield code="j">2015</subfield><subfield code="e">3</subfield><subfield code="h">239-258</subfield></datafield></record></collection>
|
| author |
Kashian, Nicole |
| spellingShingle |
Kashian, Nicole ddc 100 misc Plagiarism detection software misc Education misc Academic dishonesty misc Ethics misc Student plagiarism misc Plagiarism prevention misc Administration, Organization and Leadership misc Plagiarism reduction misc Plagiarism instruction misc Classroom management misc Instructional design misc Classroom discussion misc Educational software misc Plagiarism Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom |
| authorStr |
Kashian, Nicole |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)472648640 |
| format |
Article |
| dewey-ones |
100 - Philosophy & psychology |
| delete_txt_mv |
keep |
| author_role |
aut |
| collection |
OLC |
| remote_str |
false |
| illustrated |
Not Illustrated |
| issn |
1570-1727 |
| topic_title |
100 DNB Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom Plagiarism detection software Education Academic dishonesty Ethics Student plagiarism Plagiarism prevention Administration, Organization and Leadership Plagiarism reduction Plagiarism instruction Classroom management Instructional design Classroom discussion Educational software Plagiarism |
| topic |
ddc 100 misc Plagiarism detection software misc Education misc Academic dishonesty misc Ethics misc Student plagiarism misc Plagiarism prevention misc Administration, Organization and Leadership misc Plagiarism reduction misc Plagiarism instruction misc Classroom management misc Instructional design misc Classroom discussion misc Educational software misc Plagiarism |
| topic_unstemmed |
ddc 100 misc Plagiarism detection software misc Education misc Academic dishonesty misc Ethics misc Student plagiarism misc Plagiarism prevention misc Administration, Organization and Leadership misc Plagiarism reduction misc Plagiarism instruction misc Classroom management misc Instructional design misc Classroom discussion misc Educational software misc Plagiarism |
| topic_browse |
ddc 100 misc Plagiarism detection software misc Education misc Academic dishonesty misc Ethics misc Student plagiarism misc Plagiarism prevention misc Administration, Organization and Leadership misc Plagiarism reduction misc Plagiarism instruction misc Classroom management misc Instructional design misc Classroom discussion misc Educational software misc Plagiarism |
| format_facet |
Aufsätze Gedruckte Aufsätze |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
nc |
| author2_variant |
s m c sm smc j w j jwj k j s kj kjs |
| hierarchy_parent_title |
Journal of academic ethics |
| hierarchy_parent_id |
472648640 |
| dewey-tens |
100 - Philosophy |
| hierarchy_top_title |
Journal of academic ethics |
| isfreeaccess_txt |
false |
| familylinks_str_mv |
(DE-627)472648640 (DE-600)2168193-4 (DE-576)9472648649 |
| title |
Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom |
| ctrlnum |
(DE-627)OLC195760896X (DE-599)GBVOLC195760896X (PRQ)c1778-4056590bed573774496e5a3a2bc53243581c2020492d6cb38a3c2575d18dc16e0 (KEY)9740018120150000013000300239evaluationofaninstructionalactivitytoreduceplagiar |
| title_full |
Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom |
| author_sort |
Kashian, Nicole |
| journal |
Journal of academic ethics |
| journalStr |
Journal of academic ethics |
| lang_code |
eng |
| isOA_bool |
false |
| dewey-hundreds |
100 - Philosophy & psychology |
| recordtype |
marc |
| publishDateSort |
2015 |
| contenttype_str_mv |
txt |
| container_start_page |
239 |
| author_browse |
Kashian, Nicole |
| container_volume |
13 |
| class |
100 DNB |
| format_se |
Aufsätze |
| author-letter |
Kashian, Nicole |
| doi_str_mv |
10.1007/s10805-015-9238-2 |
| dewey-full |
100 |
| title_sort |
evaluation of an instructional activity to reduce plagiarism in the communication classroom |
| title_auth |
Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom |
| abstract |
Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an instructional activity designed to help students improve their understanding of plagiarism, the consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation elements. Results indicate students had a greater understanding of plagiarism, increased efficacy, and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty in their classrooms, train students on how to integrate others’ works, cite sources appropriately, and use plagiarism detection software, students are less likely to plagiarize. The discussion includes suggestions for instructors to help them create a plagiarism-free environment. |
| abstractGer |
Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an instructional activity designed to help students improve their understanding of plagiarism, the consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation elements. Results indicate students had a greater understanding of plagiarism, increased efficacy, and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty in their classrooms, train students on how to integrate others’ works, cite sources appropriately, and use plagiarism detection software, students are less likely to plagiarize. The discussion includes suggestions for instructors to help them create a plagiarism-free environment. |
| abstract_unstemmed |
Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an instructional activity designed to help students improve their understanding of plagiarism, the consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation elements. Results indicate students had a greater understanding of plagiarism, increased efficacy, and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty in their classrooms, train students on how to integrate others’ works, cite sources appropriately, and use plagiarism detection software, students are less likely to plagiarize. The discussion includes suggestions for instructors to help them create a plagiarism-free environment. |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-PHI |
| container_issue |
3 |
| title_short |
Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom |
| url |
http://dx.doi.org/10.1007/s10805-015-9238-2 http://search.proquest.com/docview/1707978987 |
| remote_bool |
false |
| author2 |
Cruz, Shannon M Jang, Jeong-woo Silk, Kami J |
| author2Str |
Cruz, Shannon M Jang, Jeong-woo Silk, Kami J |
| ppnlink |
472648640 |
| mediatype_str_mv |
n |
| isOA_txt |
false |
| hochschulschrift_bool |
false |
| author2_role |
oth oth oth |
| doi_str |
10.1007/s10805-015-9238-2 |
| up_date |
2024-07-04T00:49:20.315Z |
| _version_ |
1803607511208558592 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a2200265 4500</leader><controlfield tag="001">OLC195760896X</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20211208140710.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">160206s2015 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s10805-015-9238-2</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">PQ20160617</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC195760896X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)GBVOLC195760896X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PRQ)c1778-4056590bed573774496e5a3a2bc53243581c2020492d6cb38a3c2575d18dc16e0</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(KEY)9740018120150000013000300239evaluationofaninstructionalactivitytoreduceplagiar</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">100</subfield><subfield code="q">DNB</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Kashian, Nicole</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2015</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an instructional activity designed to help students improve their understanding of plagiarism, the consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation elements. Results indicate students had a greater understanding of plagiarism, increased efficacy, and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty in their classrooms, train students on how to integrate others’ works, cite sources appropriately, and use plagiarism detection software, students are less likely to plagiarize. The discussion includes suggestions for instructors to help them create a plagiarism-free environment.</subfield></datafield><datafield tag="540" ind1=" " ind2=" "><subfield code="a">Nutzungsrecht: © Springer Science+Business Media Dordrecht 2015</subfield></datafield><datafield tag="540" ind1=" " ind2=" "><subfield code="a">© COPYRIGHT 2015 Springer</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Plagiarism detection software</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Academic dishonesty</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Ethics</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Student plagiarism</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Plagiarism prevention</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Administration, Organization and Leadership</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Plagiarism reduction</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Plagiarism instruction</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Classroom management</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Instructional design</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Classroom discussion</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Educational software</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Plagiarism</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Cruz, Shannon M</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Jang, Jeong-woo</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Silk, Kami J</subfield><subfield code="4">oth</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Journal of academic ethics</subfield><subfield code="d">Dordrecht : Springer Science + Business Media, 2003</subfield><subfield code="g">13(2015), 3, Seite 239-258</subfield><subfield code="w">(DE-627)472648640</subfield><subfield code="w">(DE-600)2168193-4</subfield><subfield code="w">(DE-576)9472648649</subfield><subfield code="x">1570-1727</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:13</subfield><subfield code="g">year:2015</subfield><subfield code="g">number:3</subfield><subfield code="g">pages:239-258</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">http://dx.doi.org/10.1007/s10805-015-9238-2</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">http://search.proquest.com/docview/1707978987</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-PHI</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">13</subfield><subfield code="j">2015</subfield><subfield code="e">3</subfield><subfield code="h">239-258</subfield></datafield></record></collection>
|
| score |
7.4021797 |