plagiarism assignment the laterst

8/8/2019 Plagiarism Assignment the Laterst

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FACULTY OF EDUCATION AND LANGUAGES

OUMH1103

LEARNING SKILLS FOR OPEN AND DISTANCE LEARNERS

PLAGIARISM-WHY ADULT LEARNERS RESORT TO PLAGIARISM AND

SUGGEST LOGICAL AND PRACTICAL SOLUTIONSTO ELIMINATE THIS

PROBLEM.

Name : ROZAINI BT MOHAMAD NOR

Matric number : 80418035270001

NRIC : 680418-03-5270

Telephone number : 012 909 3792

E-mail address : [email protected],

[email protected].

[email protected]

MOHD RUZMAN B. MAT ALI

PPW Pahang
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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Jan 2009 Semester

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Table of Contents

Table of Contents ......................................................................................... 3

Introduction .................................................................................................. 4

Section 1: Plagiarism: reasons and solutions ............................................... 6

Whos Resort in Plagiarism ........................................................................... 6

Student 6

Undergraduate Student

6

Distance learner Student

6

Part-Time Student

7

Why It Happen ............................................................................................. 7

To get a Better grade

8

Time Management

8

Lack of litigation Knowledge

9

Even Thought University or tutors always remind the prohabit of

plagiarism, these situations will not cut out the number of plagiarism.

9

How it Happen ............................................................................................. 9

Verbatim (word by word copies)

9

Cut and paste

9

Recycle Paper

9

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How to eliminate practice of Plagiarism ..................................................... 10

Conclusion .................................................................................................. 12

Section 2: Information Evaluation

13

Authority ....................................................................................................... 13

Accuracy and Reliability

14

Objectivity 15

Original Data cite in articles

17

Bar chart Using Microsoft Excel

18

Conclusion 18

Reference ................................................................................................... 20

PLAGIARISM

Introduction

Plagiarism derive from Latin word Plagiarius meaning kidnapper or abductor.

(William,2002)In Other words plagiarism means taking and using some other

persons thoughts, writings, inventions, literary or artistic work and present as your

own. This is a kind of vandalism or intellectual theft. Plagiarism commonly

happened seriously in academic institution where the submission of work with the

integrities take accoutered for credit.

(Carroll, 2002) said most of the academic work done by undergraduate students at

university will be based on the words, information and ideas of other writers. Then,

the original sources of contribution might consist mainly of selecting, ordering,summarizing and interpreting what others have said. So, it is important to learn how

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to reference properly that is, how to specify clearly and precisely what your debts

are and how to acknowledge them. Then your own contribution can be clearly

identified and appreciated.

University of Lead gives a new definition as Plagiarism is defined as presenting

someone elses work as your own. Work means any intellectual output, and

typically includes text, data, images, sound or performance. (MacDonald-Ross,

2005)

It is similar to Malaysian Law such as Copyright Act 1987(Act 322) to protect this

intellectual and innovation which is subsist of literary, artistic or musical work.

Copyright Act is legal aspect will controlling the plagiarism.

In this assignment I divide to three section i.e. section 1, focusing on why it happens

especially among the adult and distance learner. Then I will suggest a solutions to

avoid this happens base on Edward H. Landon statement in Educators Voice (2004)

the problem fall in two parts, first the problem why students cheat, as well as

how to handle it. In Section 2, I will explain on Information Evaluation Criteria

base on journal wrote by Christina C Jocoy and David diBiase Plagiarism by Adult

Learners Online: A case study in detection and remediation; and in Section 3, I will

present data The most reasons cited by students (with corresponding perceptions by

staff) show in article by Mike Hart and Tim Friesner in articles Plagiarism

and Poor Academic Practice A Threat to the Extension of e-Learning in

Higher Education? in form of bar chart.

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Section 1: Plagiarism: reasons and solutions

Whos Resort in Plagiarism

After some literature review we found out that a group of student resort in

plagiarism. There are high school student, under graduate student, a distance learner

and part time student.

Student

Newstead, Franklyn-Stokes and Armstead (1966) find out in their researched

that student with this characteristic most often to cheat in their works. They

are male students, non-mature students, students with a high expectation, andScience students. These happen due to high degree of laziness among male

student and Science student always using the same lab test and some format

of report.

Undergraduate Student

Undergraduate student who was non-matured are commonly involved in

plagiarism. For instant in the United States, research indicates that cheating

among undergraduate students has steadily increased over the last half

century or so from around 23 per cent (Drake, (1941)), to as much as 90 per

cent (Jensen, Arnett, Feldman & Cauffman, 2002).

Distance learner Student

95% of student study via distance-learning are involving in cheating (Bull,

1999), (Kaczmarczyk, 2001) also report that a high frequency of cheating.

This thing happens because of easy access to internet sources.

Cut and paste will be a clinical process to furnish an assignment fast. NY

Times study (2003) on plagiarism involving 23 institutions within the US,

results found, 38% of the undergraduate students surveyed in the last year

had engaged in one or more instances of ''cut-and-paste'' plagiarism

involving the Internet, paraphrasing or copying anywhere from a few

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sentences to a full paragraph from the Web without citing the source" and

that "almost half of the students said they considered such behavior trivial or

not cheating at all (Rimer, 2003).

Part-Time Student

Part Timer student also, in the rise resort in plagiarism (Jocoy, 2006),

(Whitley, 1998). Lack of time management, priority high on working and

family will make this group of student to take short path and involving in

cheating. (Gatrell, 2006) said part time student who plagiarise other works

for one or many reason such as, they dont know the boundary of plagiarism,

cannot identify their own ideas, and behind the date line.

Why It Happen

There are many reasons why plagiarism happens. Dordoy (2002) in their research

illustrate that 59% of the student cheating to get a better grade and 54% of the

student has a bad time management and so on (refer to table 2). However we can

summarise the common reasons for cheating such as Bad Time Management,

overwhelming Assignment, and boundary of plagiarism and research just get

confused. How they do to over comes the situation and problem to make sure they

can catch up their datelines.

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To get a Better grade

Every Distance learner tried of the best to get a better grade due to competitive

situation to get a scholarship, waive or reduction of fee from university or

from employer.

Time Management

Due to nature of learning dimension and current responsibility, a less priority

was set by a distance learner student. More time spend for delivering job task

and managing the family affairs.

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REF DESCRIPTION STUDENT STAFF

1 Wanting to get a better grade 59% 36%

2 Laziness or bad time management 54% 42%

3Easy access to material via the

internet40% 35%

4 Not understanding the rules 29% 40%

5 It happens unconsciously 29% 30%

Table 1 : Common Reason of Plagiarism Base on (Dordoy, 2004) case study


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Then, the times less will be use for academic purposes so to fulfill the date line

they will find out a short cut and resort in plagiarism.

Lack of litigation Knowledge

Even Thought University or tutors always remind the prohabit of plagiarism,

these situations will not cut out the number of plagiarism.

How it Happen

Verbatim (word by word copies)

Clarkeburn and Freeman, (2005) found from his case study that, 97% of

student were uncertainty about the extent to which original sources could be

used verbatim.

Cut and paste

Jocoy, (2006) in the article state that The Center for Academic Integrity

(CAI) reports results from their survey of approximately 50,000 students at

more than 60 universities that students believe cut & paste plagiarism using

a sentence or two (or more) from different sources on the Internet and

weaving this information together into a paper without appropriate citation

is not a serious issue. (CAI research, 2005).

Scanlon and Neumann, 2002) in their survey of college student attitudes

towards Internet plagiarism reveal that nearly 90 percent agree that copying

and pasting text from Internet or traditional sources without proper citation is

wrong, and 25% of them admit having used Internet sources in this manner.

Recycle Paper

While internet surfing I found out at least 6 link where student can obtain

recycle paper that can be use as Research Papers, Essays, and Book Reports.

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There are CollegeTermPapers.com, MegaEssays.com, Cyber Essays ,

SparkNotes.com, TermPaperSites.com, and Education-Majors.com

1.1.1. paraphrasing

Clarkeburn and Freeman, 2005) reported a small increase (4%) student still

use paraphrasing without proper citation.

How to eliminate practice of Plagiarism

The overall goal of an assignment are required the student writing by their own

using reliable sources. Then the issue of plagiarism will arise. However we should

have a strategy how to avoid this situation happen.

1.1.2. Specific Instruction

Instructor, Lecturer or Tutor should give a clear instruction subsist of

specific expectations, permission to collaboration or individual tasks;

prohibit awareness, specific component and topic, and requirement for oral

presentation. Instructor also should explain the content of good writing

article and research paper.

The skills they learn in working to further the ideas and arguments of others

are a valuable part of what they will take away from their assignments.

Knowing this may help them understand the value of original work.

Soto, Anand, and McGee (2004) found that students who received no

explicit plagiarism instruction plagiarized twice from who participated

discussions of definitions of plagiarism, review of Turnitin.com plagiarism

reports, and identify instances of plagiarism in their essays.

1.1.3. Oral Presentation

Oral presentation may show at what extent, the student doing the information

trail, evaluating information and review the information. Then they will

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http://www.collegetermpapers.com/http://www.megaessays.com/http://www.cyberessays.com/http://www.sparknotes.com/http://www.termpapersites.com/http://www.education-majors.com/http://www.collegetermpapers.com/http://www.megaessays.com/http://www.cyberessays.com/http://www.sparknotes.com/http://www.termpapersites.com/http://www.education-majors.com/


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caught by an uncertainty of their data, sources and un-familiarities of

reference.

1.1.4. Assessment strategy

Ryan (2001) reports an interesting case study from Birmingham University

in which students were encouraged to research their essays in their own

study time but to actually write them under supervised conditions (which had

the bonus of cutting down on the marking load!).

This point is also reinforced in the suggestions provided by Moon (1999).

Another useful strategy may be to ask students to append photocopies to

their completed work of some of their strategically most useful sources,

including articles read in the original.

1.1.5. Writing academic skills

Method of writing for the purpose academic articles, or research paper

should be constantly taught and reinforced. For example OUM stress on

using APA format for citation and references.( ). Then, student

should acquire this technic of citation and then they should be able to use

that time to times. These methods will help them to acknowledge the

sources they were refer to.

Referring to handbook by Carroll contains tutorial material which can be

used to indicate to students the boundaries of acceptable and unacceptable

practice (Carroll, 2002).

What is important to note here is that purely negative messages on the dire

consequences of failure to observe academic conventions may well be

abortive. Rather, students (and particularly those whose skills are poorly

developed for whatever reason) will need some practice to learn the relevant

skills. Core modules may well be filled with a discipline or theme-based

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content so a coordinated strategy within a department may be necessary to

ensure that academic conventions are not only taught but are also reinforced

at key points

1.1.6. Encourage Student to make Statement

Instructor should encourage student to make their own statement base on

understanding of the subject. From the reading and review of the sources

should make them able to make a conclusion.

American researchers have published data which indicates that cheating at

institutions with honour codes is significantly less than at institutions without

(McCabe and Trevino, 2002).

Conclusion

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Section 2: Information Evaluation

Authority this report are to review an electrical article wrote by Christina Jocoy and

David DiBiase Plagiarism by Adult Learners Online: A case study in detection and

remediation base on information evaluation criteria. This article was publishing in

The International Review of Research in Open and Distance Learning, Vol 7, No 1

(2006), ISSN: 1492-3831 for the first time and downloaded to website at:

http://www.aeteluq.org/node/138,

http://www.e-abclearning.com/content/view/47/72/,

http://www.irrodl.org/index.php/irrodl/article/view/242/466.

I will choose 3 out of 5 criteria information evaluation for this discussion. The

Criteria are as below:

Authority

Jocoy was an Assistant Professor at California State University; she obtained with

PhD in Geography from Pennsylvania State University. Before that she was an

instructor at Department of Distance Education, Pennsylvania State University.

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http://www.aeteluq.org/node/138http://www.e-abclearning.com/content/view/47/72/http://www.irrodl.org/index.php/irrodl/article/view/242/466http://www.aeteluq.org/node/138http://www.e-abclearning.com/content/view/47/72/http://www.irrodl.org/index.php/irrodl/article/view/242/466


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This article was written while she was in Penn State University with her colleague

David DiBiase. This article was referred with many researcher and writer in this

topic. She wrote a numbers of articles writing in geographic. She was awarded

Distinction on undergraduate thesis, May 1993 granted PTA scholarship,

Williamsville Central School District, 1989.

David DiBiase earned Bachelor of Science and Master of Science in Cartography at

the University of Wisconsin-Madison. He was lecturer in cartography in the College

of Earth and Mineral Sciences at the Pennsylvania State University. He was a

pioneer of e-education at College of Earth and Mineral Sciences in GIS (Global

Information Systems).

He was a co-writer with Jocoy for this article. Distinguish writing in e-education and

Cartography. He was awarded high achievement in cartography and distance learner

such as Educator of the Year Award, 2005, University Consortium for Geographic

Information Science and Bill Murphy Barrier Buster Award, 2004, American

Distance Education Consortium, for publications generated as part a Penn State

World Campus faculty workload research initiative.

Both of them are active academic writer especially in cartography and distance

learner since they were at Pennsylvania State University.

Accuracy and Reliability

(Zaiton Osman (et al), 2008) also highlight that an accuracy and reliability none

compromised and every fact must be verified. In this case, this article rooms with

informations such as data, statistic and review of literature. There is a case-study to

elaborate their fact.

This article was published in The International Review of Research in Open and

Distance Learning, Vol 7, No 1 (2006), and I was checked this issue via link :

http://www.irrodl.org/index.php/irrodl/issue/view/23

Some Peer review by other journalist can examine at website such as at

http://www.irrodl.org/index.php/irrodl/rt/metadata/242/0

This article was written accurately base on statistic and research they had done.

Number of review of literature was made to support the argument.

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http://www.ems.psu.edu/http://www.ems.psu.edu/http://www.ems.psu.edu/http://www.ems.psu.edu/http://www.ems.psu.edu/http://www.ems.psu.edu/


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Objectivity

Objectivity means presenting information base on fact and no allowance for bias in

politic, religious, gender, race, personal philosophy or age. (Zaiton (et al), 2008). In

this contact of this assignment, these writers achieve his objective to show that

plagiarism can be detected. This case study shown that, more evidence of plagiarism

detected using computer software.

1.2. Conclusion

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2. Section 3 : The most reasons cited by Student

Original Data cite in articles

17

REF DESCRIPTION STUDENT STAFF

1 Wanting to get a better grade 59% 36%

2 Laziness or bad time management 54% 42%

3Easy access to material via the

internet40% 35%

4 Not understanding the rules 29% 40%

5 It happens unconsciously 29% 30%

Table 1 : Common Reason of Plagiarism Base on (Dordoy, 2004) case study


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Bar chart Using Microsoft Excel

Conclusion

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Reference

1. Maureen M. Dawson and Joyce A. Overfield (2006),Plagiarism: Do Students Know

What It Is, Manchester Metropolitan University, Oxford Road, Manchester M1

5GD, UK

2. Carroll, J.(2002),A Handbook for Deterring Plagiarism in Higher Education, 2002,

Oxford Centre for Staff and Learning Development, Oxford.

3. MacDonald-Ross, G., 2005.Plagiarism in Philosophy: Prevention Better than Cure.

HEA Subject Centre Philosophy and Religious Studies.

4. Harris, R. (2002), Anti-Plagiarism Strategy for Research papers [online] Virtual

Salt, 12 March, 2001.

5. Dordoy, A. (2002), Cheating and Plagiarism: Staff and Student Perceptions at

Northumbria, Northumbria Conference.

6. Heberling, M. (2002). Maintaining academic integrity in on-line education. Online

Journal of Distance Learning Administration, 5(2). [Online] Available at:

http://www.westga.edu/~distance/ojdla/spring51/heberling51.html

7. Kaczmarczyk, L. (2001). Accreditation and student assessment in distance

education: Why we all need to pay attention. Proc. 6th Conf. on Innovation and

Technology in Computer Science Education, Canterbury, UK, 113-116.

8. Bull, J. (1999). Computer-assisted assessment: impact on higher education

institutions. Educational Technology and Society, 2(3), 123-126

9. JISC (2002), Electronic plagiarism detection, Bristol: JISC

10. Caroline Gatrell(2006), Managing Part-time Study: A Guide for Undergraduates

and Postgraduates, McGraw-Hill International,

11. LAWS OF MALAYSIA ACT 332 COPYRIGHT ACT 1987 [REPRINT - 2001]

Incorporating latest amendment - Act A1139/2002

12. Jeremy B. Williams, 2002, THE PLAGIARISM PROBLEM: ARE

STUDENTSENTIRELY TO BLAME?, Brisbane Graduate School of Business,

Queensland University of Technology, AUSTRALIA

13. Christine L. Jocoy and David DiBiase. 2006. Plagiarism by adult learners online: Acase study in detection and remediation. International Review of Research in Open

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http://www.westga.edu/~distance/ojdla/spring51/heberling51.htmlhttp://www.westga.edu/~distance/ojdla/spring51/heberling51.html


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and Distance Learning . 7(1): 1-15. Accessible from

http://www.irrodl.org/index.php/irrodl

14. www.csulb.edu/~cjocoy/CV_9_19_08.pdf

15. Henriikka Clarkeburn and Mark Freeman,(2005), To plagiarise or not to plagiarise:

an online approach to improving and motivating honest academic writing, ,

University of Sydney

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http://www.irrodl.org/index.php/irrodlhttp://www.csulb.edu/~cjocoy/CV_9_19_08.pdfhttp://www.irrodl.org/index.php/irrodlhttp://www.csulb.edu/~cjocoy/CV_9_19_08.pdf

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