Turnitin

Issues of plagiarism are mutual debates across Higher Education Institutions (HEI). As a result, institutions have employed software detection tools as a measure to deter such unacceptable academic practices. This study explores experiences related to the adoption and implementation of Turnitin (Tii) perspective through a developmental approach at a HEI, namely, the University of the Western Cape (UWC), South Africa, during the period 2010 January to 2013 June . A case study approach was adopted targeting the lecturers, their assistants and Centre for Innovative Educational and Communication Technologies (CIECT) Tii support team members. Qualitative research design was applied. This was in addition to an analysis of data collected from post-Tii training workshop evaluation questionnaires, and random email enquiries and responses between lecturers and the CIECT team on Tii matters. The paper reflects on the slow uptake of Tii by the lecturers, which is worrisome as the students are dependent on their commitment. The support team encourages a developmental, rather than a punitive approach. Students need to be encouraged by their lecturers to submit assignments and subsequently improve on their academic writing according to originality reports retrieved from Tii. The researchers hope that these findings would highlight the importance of the dissemination of an anti-plagiarism document which will enable plagiarism discourse.

This text is the result of a research process that has been carried out during the last five years on the realities and problems of plagiarism in contexts of higher education in different countries. We have observed eight groups of university students of different degrees in Engineering in a mandatory course of "Oral and written expression" in two universities in different countries (Ecuador and Spain). This course aims to provide tools to develop skills in oral and written presentations on academic assignments. Through practical exercises, manuals and presentations, students develop different strategies to generate tools to expose their knowledge as a "way of doing". The development of student tasks follows specific guidelines discussed with the use of technology to detect plagiarism, Turnitin and Urkund tools. The results of our research indicate how the average percentage of plagiarism in student work is reduced with the introduction of this software.

"Kiểm tra đạo văn"-Cụm từ được coi là cơn ác mộng của nhiều sinh viên, học viên trong quá trình làm làm tiểu luận, luận văn, luận án và copy, tham khảo từ tài liệu khác. Nếu bạn không cẩn thận trong quá trình tham khảo và chẳng may bị "phát giác" chắc chắn sẽ bị trừ điểm, đánh giá thấp tùy theo mức độ, thậm chí cả bài báo cáo có thể không được chấp nhận. Và bạn cũng biết đấy, ngày nay tại nhiều trường đại học ở Việt Nam đã áp dụng phương pháp kiểm tra đạo văn sử dụng công cụ nghệ kỹ thuật hiện đại, có độ chính xác cao để. Phổ biến phải kể đến đó là phần mềm Turnitin & DOIT. Để giúp bạn giảm bớt nỗi lo, ở bài viết này, luanvan2s.com-Dịch vụ tư vấn & viết thuê luận văn sẽ chỉ cho bạn cách thức để vượt qua phần mềm Turnitin & DOIT một cách dễ dàng. Đầu tiên, "Plagiarism" Đạo văn là gì? Theo định nghĩa của từ điển Oxford, "aka Plagiarism"-Đạo văn chính là sư "ăn cắp và công bố" "ngôn ngữ, suy nghĩ, ý tưởng, hay cách diễn đạt" của người khác và xem chúng như là những gì do mình tự tạo ra...

This cross-sectional survey study investigates students' perceptions of the effectiveness of Turnitin in detecting plagiarism in academic presentation slides. The data was collected online from 311 students studying at a prominent English-medium instruction university in Turkey. The findings indicated that more than half of them believed in the effectiveness of Turnitin in detecting plagiarism in presentations. Students perceived themselves as academically honest when preparing their presentations. Also, they were aware of the importance of using Turnitin in a required presentation skills course to detect plagiarism. This research can add to the literature since, unlike research on the use of detecting plagiarism in writing, the literature on the use of Turnitin in presentations is not rich and diverse.

This article interrogates the use of plagiarism detection devices from a critical and rhetorical standpoint, using both plagiarism detection technologies as well as essay mills as sites for analysis and subversion. My goal is to argue for a pedagogy of resistance to plagiarism detection technologies. Both plagiarism detection sites and online paper mills play into the very issue we as rhetoricians and compositionists should be resisting; that is, by upholding the singular notion of authorship as something individualistic, commercialized, and commodified, these sites reinforce individual authorship to the detriment of more communal forms of writing that are prized in online environments such as social networking sites, blogs, wikis, and so on. If we are forced into the circular logic of avoiding plagiarism/catching plagiarists/punishing plagiarism and prizing singular authorship above all other forms, then we risk failing to find the ability to break free and move beyond to more challenging modes of writing that rely on community. The potential time-saving benefits of plagiarism detection services—that is, the ease of discovering potential plagiarism—may unfortunately lull us into compliance and cause us to forget that there are larger issues regarding copyright law and ownership of ideas still up for debate.

A Study of Electronic Plagiarism Detection as a Tool for Learning Summary Writing

Chia-Pei Wu
Department of Applied English
I-Shou University, Taiwan




Abstract
The aim of this study was to explore summary writing processes of sixty Taiwanese freshmen that enrolled in an EFL reading and writing courses. This study examined the difference of participants’ summarized texts and original source texts. The design of the study had one group with traditional writing instruction and the other with plagiarism detection software in writing instruction environment. Within eighteen weeks, the students read and summarized reading materials what they learned. Teacher and peers’ feedbacks were given in two different writing instruction settings. A pretest–posttest experimental design was implemented. Instruments of the study included students’ perception questionnaires and reflective journals of using plagiarism detection software. The results indicated that students’ summary writing tasks did not show significant differences between original source texts and summarized texts after both groups received summary writing instruction. On the other hand, students commented positively that the use of Turnitin facilitated them to understand their errors from teachers’ and peers’ feedback. The implications of the intervention that used plagiarism detection software in L2 writing class were demonstrated.
Keywords: plagiarism detection software; summary writing; paraphrasing; feedback; Turnitin

Dalam dunia literasi dikenal sebuah istilah "plagiarisme" secara konotatif istilah ini menjurus pada persepsi negatif atau sederhananya karya tulis ilmiah yang didalamnya terdapat tiruan dari hasil karya orang lain maka karya tersebut sudah memenuhi syarat untuk dilabelkan sebagai "Karya Plagiarisme (plagiat)". Fatalnya karya plagiarisme tidak hanya berimbas pada karya tulisannya saja seperti tidak diterimannya tulisan tersebut dalam dunia literasi namun juga berimbas pada si penulisnya, kepercayaan pembaca mulai memudar atau bahkan kritik pedas dari berbagai penjuru saling loncat dan mengalir deras ke si penulis. https://www.abiebdragx.me/2018/01/7-software-cek-plagiarisme.html

Research and consultations in session 2003/2004 by a University’s Plagiarism Working Group uncovered a poor understanding of plagiarism and inconsistent handling procedures throughout its schools. In an effort to address both these issues, a strategic 2-year Action Plan was developed and rolled out beginning the following academic year in order to improve student support, staff awareness and more consistent practice overall. The plan included a pilot using the detection software service, Turnitin®UK, with five of the University’s 14 schools. The pilot was only one of a series of university-wide deliberations, others included the revision and piloting of a University Plagiarism Code of Practice, implementation of school-based academic conduct officers, improved staff development opportunities and student support materials and events. One school in the University has served as a role model of good practice throughout. Noteworthy is the school’s record keeping practice since session 20...

The text matching software Turnitin is now used in one form or another by over 90% of Australian universities. Unfortunately, both educators and students commonly view Turnitin as a plagiarism detection tool. We argue that this focus limits the effectiveness of Turnitin by contributing negatively to staff and students’ anxiety and may incongruously lead to poor academic practice. In line with emerging research, we advocate a literacy approach to using Turnitin that harnesses its potential to develop students’ academic writing. However, unlike this research which has tended to focus on discipline-specific courses rather than academic language and learning courses, our study developed teaching resources and activities designed for use by students of all disciplines and programs. The resources were evaluated in month-long preparatory academic skills programs with 46 international students. Our approach not only reduced students’ anxiety; importantly, it assisted students to develop their authorial voice and better understand appropriate citation practices. Our results demonstrate that Turnitin has potential to assist students with their writing, particularly if it is primarily viewed as a tool that is inextricably connected to academic writing, and intersects with timely and constructive academic learning resources.

How we think about the relationships between plagiarism detection services, labor issues in higher education, and the teaching of writing calls up broader questions of our responsibilities as teachers of writing and rhetoric. In thinking about responsibilities, I want to draw on digital literacy scholar Laura Gurak's definition of cyberliteracy. Gurak focuses on the ways that "technologies are invented by people and imbued with design choices that give those devices certain trajectories." As we continue to encounter new digital composing spaces and technologies that automate writing instruction and assessment, we should continue to critically examine those spaces in order to provide the highest levels of theoretically informed writing instruction that we can.

This webtext interrogates twenty-first century literacy crisis discourses by focusing on conversations surrounding Internet plagiarism and the attendant use of plagiarism detection technologies, particularly Turnitin.com. My overarching goal is to persuade readers that we must complicate the current conversations regarding plagiarism and plagiarism detection services through critical assessment in order to ethically respond to literacy crisis discourses that concentrate on these issues.

Se han observado en dos años, cuatro grupos de estudiantes universitarios pertenecientes a carreras diferentes del curso obligatorio de Técnicas de Expresión Oral y Escritura Académica tanto en lengua inglesa que en lengua castellana de una universidad española. El curso se basa en proporcionar herramientas para desarrollar habilidades tanto en la exposición oral que en la escrita para desarrollar tareas académicas.
A través de prácticas, ejercicios, manuales y performance, el alumnado desarrolla diferentes estrategias para apropiarse de herramientas que le permitan exponer su conocimiento según una “manera de hacer”. El trabajo etnográfico se compone por dinámicas offline que online, también en reuniones periódicas con el profesorado que imparte esta asignatura.
En el espacio offline se han observado dinámicas de participación y empoderamiento de los estudiantes de la asignatura, en cambio en el espacio online se ha observado las plataformas educativas de intercambio de información y de conocimiento como el moodle, el mail y twitter. La elaboración de los ejercicios, de las tares del alumnado siguiendo pautas concretas de la asignaturas se ha analizado con el utilizo de la herramienta Turnitin para detectar plagio.
Lo interesante de la experiencia es entender como el alumnado utilizan fuentes legitimas y no para acceder al conocimiento. Sobre todo como estas fuentes son utilizas en las tareas en el aula y fuera del aula. También el utilizo de dispositivos móviles, como tablets, portátiles y móviles constituyen otra herramienta para participar o aislarse en el aula.

Online systems like Turnitin have been identified as way to improve the quality of work that students submit. Related to this, recent studies concerned with Turnitin have foregrounded its capacity as an educative tool that improves students’ understanding of academic misconduct. Academic writing, and the ability of students to appreciate feedback as a significant component of learning is often hidden behind the technological platform of Turnitin. In many cases Turnitin is conceived as software used to detect dishonesty and frame students for inappropriate citation, or misuse of referencing. We seek to address this, by examining more the pedagogical value of online feedback systems in the context of widening participation and TEF. Significantly expanding the discussion beyond plagiarism, taking a genre-based approach, and positioning both academic writing and Turnitin/feedback within the context of academic literacies, this paper intervenes with current debates. The case study draws ...

This text is the result of a research process that has been carried out during the last five years on the realities and problems of plagiarism in contexts of higher education in different countries. We have observed eight groups of university students of different degrees in Engineering in a mandatory course of “Oral and written expression” in two universities in different countries (Ecuador and Spain). This course aims to provide tools to develop skills in oral and written presentations on academic assignments.

El nivel de logro de las competencias profesionales es un factor determinante en el éxito laboral en todos los ámbitos. Al respecto, las empresas ponen mayor énfasis en aquellos profesionales con alto desarrollo de competencias genéricas, como factor prioritario sobre el logro de las competencias específicas, por lo cual las instituciones educativas de nivel superior deben tener un curriculo dinámico enfocado en el logro de las competencias genéricas asociadas a las necesidades
de las empresas de los diferentes sectores. Para lograr este objetivo resulta necesario conocer y fortalecer el grado de preparación en estas competencias, ya sea durante su carrera o en el ejercicio de su  profesión.

La presente investigación pretende identificar el nivel de logro y, por ende, las brechas de competencias genéricas en los egresados del
Instituto de Educación Superior Tecnológico Privado Tecsup No. 2. Para ello se ha empleado una metodología de investigación de tipo cuantitativa, con un nivel de estudio descriptivo correlacional que sigue un diseño no experimental y transversal, debido a la naturaleza de las variables de estudio, al aplicarlo como instrumento un cuestionario elaborado para el Programa Tuning Latinoamérica, que toma en cuenta todas las competencias instrumentales, interpersonales y sistémicas incluidas en el mismo.

Autora: María Eugenia Paz, Tecsup (Perú)

As Australian universities expand further into the global international student market and move to widen their participation pathways to realise the Bradley (2008) targets for increased participation in higher education, academic integrity is likely to come under increasing scrutiny. Recent AUQA audit reports have highlighted the need for Australian universities to ensure that their systems and management of academic quality are robust. Universities in Australia have therefore been forced to evaluate and in some cases reconsider their approaches to academic integrity. This paper reports on the activities of two Australian universities of similar size and composition and how they have responded to the increased challenge of maintaining flexible, robust and relevant policies and procedures to address academic misconduct. It is demonstrated that in both cases an underlying value steering their repositioning has been an emphasis placed on a developmental approach to academic integrity to foster ‘the ethical student’ by focusing attention on scaffolding students’ understanding of the expectations and conventions of academic scholarship in their contexts. While both universities share similar goals they have embarked on two different strategies. This paper first outlines how University of Tasmania employed ‘Turnitin’ and an Academic Writing Module as an institution wide strategy aimed at assisting students to understand academic integrity by developing their academic skills. Second, in 2010 Murdoch University enacted a new raft of academic misconduct regulations and procedures including guidelines, frameworks, training for academic staff and instructional units for students, and a wider range of print and online resources focused on academic integrity. The aim of these initiatives is to demonstrate that Murdoch University not only has robust and transparent regulations, but also ensures fair, consistent, and most importantly a developmental approach toward promoting academic integrity.

Plagiarism needs to be addressed to maintain academic standards and to safeguard the integrity of the academic project. With the evolving digital world, conventional methods of addressing plagiarism are gradually being dismissed in favour of new technologies. Unfortunately, there is a general misunderstanding about what such technologies do. This paper was written from a PhD study, and looks at how such misunderstandings emerge across the higher education sector of one country. Institutional policies and other documents related to plagiarism were analysed from public universities across South Africa, and this was then augmented with interviews with members of institutional plagiarism committees. The results of the study revealed that technology is a key facet in these universities’ attempts to reduce the incidents of plagiarism, and that Turnitin is the most favored text-matching tool. However, the software is misunderstood to be predominantly a plagiarism detection tool for policing purposes, ignoring its educational potential for student development. The implication is that, if Turnitin is primarily used as a policing tool, students are not only denied access to nuanced pedagogical interventions that might develop their academic writing, but its misuse could also change students’ behavior in undesirable ways.

Research and consultations in session 2003/2004 by a University's Plagiarism Working Group uncovered a poor understanding of plagiarism and inconsistent handling procedures throughout its schools. In an effort to address both these issues, a strategic 2-year Action Plan was developed and rolled out beginning the following academic year in order to improve student support, staff awareness and more consistent practice overall. The plan included a pilot using the detection software service, Turnitin'UK, with five of the University's 14 schools. The pilot was only one of a series of university-wide deliberations, others included the revision and piloting of a University Plagiarism Code of Practice, implementation of school-based academic conduct officers, improved staff development opportunities and student support materials and events. One school in the University has served as a role model of good practice throughout. Noteworthy is the school's record keeping practice ...

This study aims to explore the attitudes and knowledge possessed by an academician in making an article in accordance to the ethical code of scientific research. There were 116 participants involved in this study. The research method was carried out through two stages, the first stage is test descriptive statistics psychological description of the attitude and knowledge of subjects about the use of Turnitin and citation techniques and the second stage is conducting exploration using an open questionnaire. The results showed: the subject frequency was still very low in using this media; there was a linear correlation between the low intensity of use and the attitude they have in the writing process; and the use of Turnitin media and the citation techniques was important.

(Authors: Roger Dawkins, George Karliychuk, Navin Doloswala.)

Research notes the pedagogical benefits of peer review. This presentation outlines the challenges involved in one implementation of peer review process in an undergraduate unit, and it makes a start on best-practice guidelines for future iterations. The implementation involved two academics and a lead educational technologist at the University. Technologies used were Blackboard, Panopto, and Turnitin PeerMark.

The peer review process examined was as follows: first, students submitted a creative work (smartphone video) for peer review; next, students were assigned two videos to review themselves; finally, students were to incorporate feedback from their peer reviews into a revised version of their creative work, and resubmit. The peer review process was at the basis of two assessment tasks: (1) the creation of a video work, and its revision, based on peer feedback; and (2) students’ own creation and submission of “quality” peer reviews.

When reflecting on the assessment tasks the challenge of accounting for late submissions is clear. PeerMark was selected because it allows for late submissions. Upon implementing, however, we felt that PeerMark was lacking clarity in this regard since it states that students who submit late "may never receive a peer review." Since we felt there was no guarantee late-submitting students would have their work reviewed we decided to disallow the late submission functionality and, instead, create separate PeerMark assignments for late submissions. The result posed new challenged: we had to manually process many submissions and we received an abundance of emails from “confused” students. Furthermore, the flow-on of delayed reviews was that the resubmission of the video assessment also needed to be delayed for some students, which created further complications. We did not anticipate these problems and future iterations need to better plan for them.

Findings from the submission phase identify the importance of underestimating students and overestimating the perceived complexity of the submission process. As a result of file-size upload limitations and playback restrictions of Turnitin, we decided to use PeerMark with Panopto. This meant the submission process involved multiple steps as students needed to move between Panopto and Turnitin. This created too many opportunities for user-error (we estimate approximately 40% of students submitted with errors). Relevant also was the problem of non-submission. Some students found themselves without any reviews at all - for example, because reviewers had withdrawn from the course. Since we disallowed late submission functionality in PeerMark, the system was prevented from dynamically re-assigning late submissions. We did not foresee this effect, and moving forward a fail safe is needed.
 
Finally, in the grading phase, the fact that multiple technologies were used in the submission process resulted in an over-complicated marking process. When tutors were grading written reviews, videos were unable to be accessed directly from the students’ reviews. The PeerMark annotation tool converts student submissions into images, disabling hyperlink functionality. Grading, then, required tutors move back and forth between the PeerMark dialog and the Panopto folder containing the videos. A solution for future iterations might involve a simple dashboard - but we are not certain of how realistic this is given current attitudes to Learning Analytics at University. Moreover, we realise the benefit of students reading instructors’ feedback about their reviews, and we advise building this into future assessment design. In addition it would also be beneficial for students to provide feedback on the peer reviews they received, in terms of their perceived usefulness. 

References
Roscoe, R. D., & Chi, M. T. H. (2007). Understanding Tutor Learning: Knowledge-building and Knowledge-telling in Peer Tutors’ Explanations and Questions. Review of Educational Research, 77(4): pp. 534–574.

Academic integrity is of primary concern to Australian universities. Turnitin has become the text matching software of choice across the higher education sector to assist universities to police their academic honesty policies. Whilst Turnitin can now integrate with many popular eLearning platforms with added assessment tools, it is still predominantly viewed by both educators and students as a plagiarism detection tool. This initiative argues that by viewing Turnitin in this way, we miss the opportunity to use this rapidly progressing technology as an invaluable tool to help students to write with academic integrity and, in turn, develop their authorial voice. We draw on research from a trial with international graduate coursework students in their first year at The Australian National University undertaking a preparatory course. This research informed our collaborative and integrated approach to support students’ learning through a suite of resources and teaching activities for staff and students.

... Table 4 R Level 2002/03 2003/04 2004/05 PG NNS/NS 2.8 6.2 8.4 UG NNS/NS 5.2 4.2 3.2 Table 4 clearly shows changes in the pattern of misc fo misconduct hearings as NS students. By 2004/05, this had risen to 8.4 times as likely. ... ce ce across all schools, a two year Action ...