20 April 2010 /JME & CJI

BMAF AnnualConference 2010

Accounting for learner differences in the classroom means some

students have to plagiarise

John English & Chris Ireland

If we asked you …

What issues concern you most when dealing with new students?

You might come up with …

• FE related issues• Attendance• Independent learning – reading & writing• Commitment and participation• Family issues• Feedback on work• Generally understanding what is expected

Cohort Issues

• Ethnic mix/Cultural issues• Age mix• Male domination• Entry qualifications

Ethnicity

04/05 05/06 06/07

White 23 36 29

Asian 38 28 36

Black 3 6 6

Other 2 2 1

Not Given 7 5 2

TOTAL 73 77 74

Age

04/05 05/06 06/07

19 or less 50 55 56

20-24 16 18 13

25 & over 7 4 5

TOTAL 73 77 74

Gender & Qualifications

Gender 04/05 05/06 06/07

Male 52 54 40

Female 21 23 34

Qualifications 04/05 05/06 06/07

Non A-level 19 18 14

A-level

Of which ≤200 UCAS

54 59 60

29 (53%) 30 (51%) 26 (43%)

• Personal development planning• Academic and vocational skills• Employability• Professional Body requirements• Reflective writing• Regular use of formative exercises• Enhance the personal tutor system• Shift student focus from numeracy

Other issues we had to consider

So overall a fairly easy problem to solve

!

Our solution

AIO

So overall a fairly easy problem to solve

Writing in AIO 2006-2008

The original approach• Analysing different uses of source texts• Answering quiz style questions• Completing paraphrase/referencing exercises

Completed within the first month

Writing in AIO 2006-2008

• Week 4 short assignment submitted (topic - CV)• Guided choice of sources• Individual written feedback with main focus on

writing issues rather than content

OutcomeMany had not got the message about the writing

issues including plagiarism

Should we have been surprised?

Despite instruction, “students do not understand what plagiarism is or how to avoid it.” (Carroll & Appleton, 2001)

Students may not have reached a level of development at which they are able to write acceptably. (Carroll, 2009)

Students should be allowed to “learn from their mistakes.” (JISC, 2008)

Student Voice (Final Year)

Asked about a critical event in understanding plagiarism

In high school I was fairly unfamiliar with plagiarism until I failed an English coursework for plagiarism. I was stood up in front of the class and told to explain a metaphor in my essay. When I couldn't I was told to re-write the essay. Since then I have always sufficiently referenced others' ideas.

Underpinning the Approach

Recognition of Individual Differences

prior learning

learning styles (including learning from mistakes)

Social Constructivism

encouraging a critical approach

deep learning / engagement

AIO 2008/9 Induction Week Essay

2007 Induction survey indicated students wanted:• to get on with study

Day 2 - a 500 word essay to complete by Day 5• Sources provided (topic - work placement)• Simple brief – plagiarism not mentioned• Submission via Turnitin

AIO 2008/9 Feedback on Essay

Written

Tutor to individual inc Turnitin (Barrett & Malcolm, 2006)

Individual exemplars to group via VLE (Heinrich, 2007)

Group report to group via VLE (Heinrich, 2007)

Oral

Tutor to individual with audience (optional)

Tutor to individual private (optional)

Questionnaire feedback Q1

Had you heard of plagiarism before you came to University?

Response Frequency Percent

No 24 16.7

Yes 120 83.3

Total 144 100.0

Questionnaire feedback Q2

Has your understanding of plagiarism changed since starting University? (Yes to Q1)

Response Frequency Percent

No 8 6.7

Yes 111 93.3

Total 119 100.0

Questionnaire feedback Q4 & 5

Which added most/least to your understanding of plagiarism?

Most Least Balance

Written feedback on essay 12 33 -21

Oral feedback on essay 14 21 -7

Interactive Lecture 45 19 +26

Test 49 16 +33

Quiz 14 26 -12

Report feedback 9 27 -18

Total 143 142 +1

Some Benefits

Students positive about process and timing

Week 4 short assignment improved with far fewer ‘plagiarism cases’ than previous years

Students appear more positive about formative assessment

Students realise early on Accountancy is more than numbers and that writing is key

We can’t leave it there

Students are still developing• Writing and other study issues need to be

regularly revisited over the entire course• The assignments can only address limited

issues• Other activities need to be considered:

e.g. time management & group work

Barrett, R. & Malcolm, J. (2006) Embedding Plagiarism Education in the Assessment Process. International Journal for Educational Integrity, pp.1-9 [online]. Available at: <http://www.ojs.unisa.edu.au/index.php/IJEI/article/viewFile/23/18> [Accessed on 03 September 2008].

Carroll, J. (2006) Jude Carroll on Plagiarism [online]. Available at: University of Nottingham <http://www.nottingham.ac.uk/pgche/overview/video/title/judecarr898> [Accessed on June 10, 2009].

Carroll, J. (2009) Plagiarism as a Threat to Learning: An Educational Response. In Joughin, G. (Ed.), Assessment, Learning and Judgement in Higher Education: A Critical Review (pp. 115-131). Berlin: Springer.  

Carroll, J. & Appleton, J. (2001) Plagiarism: a good practice guide [online]. Available at: <http://online.northumbria.ac.uk/faculties/art/information_studies/Imri/Jiscpas/docs/brookes/brookes.pdf> [Accessed on 12 December 2006].

Heinrich, H. (2007) E-learning support for Essay Assessment. In N. Buzzetto-More (Ed.), Principles of effective online teaching, pp. 265-279. Santa Rosa, CA: Informing Science Press.

JISC (2008) Roadmap Themes: Teaching the skills [online]. Available at: <http://www.jiscpas.ac.uk/roadmapthemes.php> [Accessed on 30 August 2008].

References