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Using anti-plagiarism software to promote academic honesty in the context of peer reviewed assignments

Ledwith, Ann; Risquez, Angelica
Fonte: Routledge (Taylor & Francis Group) Publicador: Routledge (Taylor & Francis Group)
Tipo: Article; all_ul_research; ul_published_reviewed; none
Relevância na Pesquisa
peer-reviewed; A variety of free and commercial software applications designed to detect plagiarism from Internet sources has appeared in recent years. However, their effectiveness and impact on student behaviour has been assumed rather than confirmed. The study presented here explores the responses and perceptions of a group of first year students at an Irish university after their first contact with anti-plagiarism software in the context of peer-reviewed assignments. The results indicate that the use of anti-plagiarism software led to a decrease in Internet plagiarism and to lower grades being awarded in peer reviews. Additionally, students were found to have a positive attitude towards the anti-plagiarism software in the context of peer reviewed assignments. Implications for educators on the use of this software are discussed.

Anti-plagiarism software in an Irish University: three years later

Risquez, Angelica
Fonte: IGI Global Publicador: IGI Global
Tipo: info:eu-repo/semantics/book; all_ul_research; ul_published_reviewed
Relevância na Pesquisa
peer-reviewed; A variety of anti-plagiarism software applications have appeared in recent years, but the pedagogical and institutional practices underpinning their use remains largely unexplored. It is essential to increase the amount of evidence-based literature that investigates the use of anti-plagiarism software in higher education. In the light of this, this chapter explores the integration of anti-plagiarism software in an Irish university since early 2006 and the progress made to date. We use data gathered from our own context to show how instructors are using this software to date, what trends emerge and what can be deduced about the adoption of the system to guide future research questions. Best practices are suggested for educators in order to help them to use anti-plagiarism software in proactive, positive, and pedagogically sound ways.