scholarly journals A Scoping Review of Text-Matching Software Used for Student Academic Integrity in Higher Education

2021 ◽  
Vol 2021 ◽  
pp. 1-15
Author(s):  
K. Alix Hayden ◽  
Sarah Elaine Eaton ◽  
Helen Pethrick ◽  
Katherine Crossman ◽  
Bartlomiej A. Lenart ◽  
...  
Keyword(s):  
Higher Education ◽  
Scoping Review ◽  
Academic Integrity ◽  
Teaching And Learning ◽  
Data Extraction ◽  
Research Question ◽  
Postsecondary Institutions ◽  
Student Plagiarism ◽  
Final Synthesis ◽  
Text Matching

Text-matching software has been used widely in higher education to reduce student plagiarism and support the development of students’ writing skills. This scoping review provides insights into the extant literature relating to commercial text-matching software (TMS) (e.g., Turnitin) use in postsecondary institutions. Our primary research question was “How is text-matching software used in postsecondary contexts?” Using a scoping review method, we searched 14 databases to find peer-reviewed literature about the use of TMS among postsecondary students. In total, 129 articles were included in the final synthesis, which comprised of data extraction, quality appraisal, and the identification of exemplar articles. We highlight evidence about how TMS is used for teaching and learning purposes to support student success at the undergraduate and graduate levels.

scholarly journals THE GOOD, THE BAD AND THE FUTURE – THE CHALLENGES, POSITIVES AND FUTURE STRATEGIES FOR HIGHER EDUCATION BLENDED TEACHING

2021 ◽  
Author(s):  
Monica Ward ◽  
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Teaching And Learning ◽  
Open Book ◽  
Student Body ◽  
Learning Materials ◽  
Flexible Approach ◽  
Face To Face ◽  
Authentic Assessments ◽  
Blended Teaching

There have been many changes that have taken place in all levels of education since the Covid-19 pandemic, including at Higher Education (HE). While the swift pivot to blended teaching has been challenging and not welcomed by all, there are some positives have come about because of it and it would be good to be able to hold on to these. The challenges include moving learning materials (written, video and audio) online, engaging with students in a constructive manner and how to do assessments that are academically rigorous and have academic integrity. It is difficult for those who are used to teaching in a face-to-face environment to suddenly switch over to developing online resources and know who do this effectively and efficiently. Interacting with students online requires a different skill set than in a face-to-face environment and educators should not be expected to acquire these skills automatically. Closed-book, invigilated exams are the norm in HE institutions and ensure a level of academic integrity that has worked well for many years. It is difficult to switch from this scenario to an open-book, non-invigilated exam. It means that questions have to be re-thought to explore the students’ understanding in an academic rigorous manner. Ideally, it would be good to be able to address these challenges as they mean a less positive experience for both educators and students. The positive aspects include a more flexible approach to teaching and learning, facilitation of different modes of learning and in some cases, more interesting and authentic assessments. A more flexible approach enables students to learn at a time and place that suits them and is in keeping with the needs of the more diverse population that makes up student body in HE today. While there is a debate around learning styles, providing learning materials in a variety of formats is beneficial for all students. While it is definitely more difficult to develop open-book assessments, it is also an opportunity to do more real-world, authentic assessments that assess students’ higher order skills. This moves assessment further along the Bloom’s taxonomy. This paper looks at the challenges and positives outcomes of the move to blended teaching and learning and how the challenges can be addressed, the positive aspects maintained and how a sustainable approach can be adopted to ensure that future changes to teaching are less challenging and more positive.

scholarly journals Editorial

2012 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Beatrice M Tucker
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Technologies ◽  
Independent Learning ◽  
Formal Curriculum ◽  
Graduate Employability ◽  
A Priority ◽  
The Way

Welcome to Volume 3 of the Journal of Teaching and Learning for Graduate Employability. This web-based journal is an open access publication of peer-reviewed publications disseminating research and best practice in higher education teaching and learning for graduate employability. In response to contemporary global trends, higher education institutions are exploring innovative ways to transform teaching and learning. These trends include the rapid increase in the availability of interactive learning technologies and development of new frameworks for credentialing skills and achievements gained by learners outside formal educational institutions. Learners are increasingly embracing independent learning opportunities through free, online educational offerings. New approaches to teaching and learning will need to be developed to connect the learner across settings, technologies and activities. Innovative approaches and pedagogies will ensure that higher education institutions achieve their aim to transform students by providing them with the skills and abilities to actively contribute to our rapidly changing world. Graduate employability will continually be a priority for universities and higher education providers, employers, professions, students and graduates. New solutions will enhance and change the way students learn and undoubtedly, the way graduate capabilities are developed within and beyond the formal curriculum. Universities and higher education providers are focusing on assuring and evidencing their institutions' espoused capabilities in their graduates. The development of agreed minimum standards graduates need to achieve to be employable, and how these standards are measured, continues to be a priority and source of much debate in the sector. New challenges include the assurance of credentials and academic integrity in the rapidly changing technological environment that includes Massive Open Online Courses (MOOCs). Key to these challenges are how we evidence and assure student achievement, and much of this is strongly related to how we assess students. There is general acceptance within the sector that the development and assessment of graduate capabilities is most effective when contextualised within the discipline. Numerous approaches to assessment have been proposed including: exit interviews, capstone assessments, an outcomes-based approach using portfolios, standardised tests such as the Collegiate Skills Assessment and performance based assessment tasks. Increasingly e-assessment technologies are being proposed to facilitate the submission, workflow and marking of assessments and for diagnosing plagiarism. Nevertheless the challenges related to academic integrity, whilst not new, are likely to be greater when learning occurs online and assessments are not invigilated. It is likely that the design of valid authentic assessments to enable successful learning and for assuring graduates capabilities lies with the pedagogy rather than the technology. On behalf of our editorial board, the journal's editor, Professor Beverley Oliver, and our administration officer Ms Linda Lilly, I encourage you to participate, through this journal, in scholarly communication, debate and scholarship in learning and teaching for effective graduate employability. Beatrice Tucker Deputy Editor

scholarly journals Factors Affecting Panic Buying during COVID-19 Outbreak and Strategies: A Scoping Review

2021 ◽  
Author(s):  
Mohadeseh Motamed-Jahromi ◽  
Zahra Meshkani ◽  
Seyed Masood Mosavi-Negad ◽  
Victoria Momenabadi ◽  
Mahdieh Sadat Ahmadzadeh
Keyword(s):  
Scoping Review ◽  
Full Text ◽  
English Language ◽  
Data Extraction ◽  
Research Question ◽  
Self Assessment ◽  
Holistic View ◽  
Factors Affecting ◽  
Economic Strategies ◽  
Flow Of Information

Background: This study aimed to assess factors affecting panic buying and strategies to deal with them during COVID-19 with a scoping review. Method: The review was performed based on Arksey and O’Malley. PubMed, Embase, Scopus, ProQuest, and Science Direct databases were selected to search. All English language full-text articles from Jan 2020 to May 2021 were included. Initially, the titles and abstracts of the retrieved articles were read and screening was accomplished based on the research question. After that, the full text of eligible studies was examined. A third reviewer was resolved disagreements at any stage by a consensus meeting. A self-assessment form was designed for data extraction. The causes of panic buying were assessed as a descriptive study. Results: The search process returned 23 articles after deletion for complete data extraction and analysis. Through thematic analysis, the factors influencing panic buying were divided into six categories including cognitive, emotional, behavioral, social, and economic factors as well as government action, and finally, the recommended strategies were categorized in two categories included psychosocial and economic. Conclusion: A holistic view of panic buying’s causes allows planners and decision-makers to design categorized strategies beyond the suggested strategies. Increasing customer awareness and monitoring the flow of information through social media and mass media, psychotherapy, counseling, and economic strategies are considered by planners to combat panic buying.  

scholarly journals Patient and public involvement in stroke research: a scoping review protocol

2021 ◽  
Vol 4 ◽  
pp. 118
Author(s):  
Patricia Hall ◽  
Thilo Kroll ◽  
Julianne Hickey ◽  
Diarmuid Stokes ◽  
Olive Lennon
Keyword(s):  
Scoping Review ◽  
Public Involvement ◽  
Data Extraction ◽  
Research Question ◽  
Grey Literature ◽  
Healthcare Research ◽  
Stroke Research ◽  
Health And Social Care ◽  
Review Protocol ◽  
The Impact

Background: Growing consensus supports public and patient involvement (PPI) in research as the lived experience of patients, family carers and users of health and social care services bring unique insights to healthcare research. The impact and burden of stroke present ongoing challenges for those living with its consequences and could potentially limit PPI activity. This review aims to explore PPI in published stroke research to identify and describe the extent, nature and design of PPI activities, the type/s of studies involved and the profile of PPI participants engaged in stroke research. Methods: This systematic scoping review, guided by the Arksey & O’Malley five step framework, will be reported according to the PRISMA-ScR reporting guidelines. PPI is embedded at each stage of this proposed scoping review from conceptualisation, participation, contribution and collaboration. The Population, Concept, Context (PCC) structure defines the research question which asks - How is PPI in stroke research currently being conducted and how do the study authors report their PPI activities and its impact? A comprehensive range of electronic databases including PubMed, CINAHL, EMBASE, PsychINFO and the Cochrane Database of Systematic Reviews will generate a broad range of studies. Grey literature (e.g. OpenGrey, Leanus) and internationally recognised stroke organisation websites will be searched for additional research reports. Data extraction will adhere to the Joanna Briggs Institute guidelines, with results collated and mapped to the research cycle stage/s. Conclusions: The outlined scoping review protocol will comprehensively identify and map the existing scientific literature that reports PPI in stroke research. Findings will be presented in relation to PPI conceptualisation, participant profiles and activities in stroke research, volume, type and range of approaches. Knowledge gaps and future priorities for PPI in stroke research will be identified.

Perspectives on Kindergarten Assessment: Toward a Common Understanding

2019 ◽  
Vol 121 (3) ◽  
pp. 1-58
Author(s):  
Christopher Deluca ◽  
Angela Pyle ◽  
Suparna Roy ◽  
Agnieszka Chalas ◽  
Erica Danniels
Keyword(s):  
Public Education ◽  
Scoping Review ◽  
Teaching And Learning ◽  
Research Question ◽  
Student Assessment ◽  
Reggio Emilia ◽  
Academic Standards ◽  
Assessment Practices ◽  
Kindergarten Assessment ◽  
Common Understanding

Context The standards-based movement in U.S. public education has reached as far as kindergarten. Early primary teachers are increasingly required to teach academic standards in core subject areas, while engaging in increased levels of student assessment. In kindergarten, this growing emphasis on academic standards and student assessment is expected to operate alongside longstanding social and personal developmental expectations. However, recent research has identified a significant tension as teachers endeavor to negotiate a balance between traditional developmental programming and new standards-based academic curricula. Purpose The purpose of this scoping review is to synthesize research related to three kindergarten traditions—Reggio Emilia, Waldorf, and Montessori—to develop a common understanding of key tenets for kindergarten assessment that can inform policy and practice in public education contexts. Research Design A scoping review methodology was used to analyze research on assessment practices native to three kindergarten traditions—Reggio Emilia, Waldorf, and Montessori. This methodology followed a five-stage framework: (a) identifying the research question, (b) identifying relevant studies, (c) study selection, (d) charting the data, and (e) summarizing and reporting the results. Guiding the collection of articles was the following research question: “What does the extant literature on practices native to the three focal kindergarten traditions tell us about the assessment of kindergarten (4–6-year-olds) students’ learning?” In total, 80 texts satisfied the inclusion criteria across all traditions and were included in this study. Conclusions Empirical and non-empirical literature pertaining to each tradition were analyzed and considered in relation to their potential contribution to public education. In comparing across traditions, differences were evident based on their (a) assessment discourses and purposes, (b) reference systems, (c) assessment methods, and (d) uses of assessment information. However, the three traditions also maintained key commonalities leading to the identification of core tenets for kindergarten assessment. Specifically, three core priorities for kindergarten assessment were identified: (a) a commitment to child-centered and developmentally appropriate teaching, (b) a continuous embedded formative assessment approach, and (c) the use of multiple methods for gaining assessment information. In addition to core priority areas, results from this study suggest consistent processes that facilitate assessment practices at the kindergarten level. These four iterative processes are: (a) participation in teaching and learning, (b) reconstruction of teaching and learning, (c) engagement in assessment dialogues, and (d) integration of feedback for enhanced teaching and learning.

A Research Review

2019 ◽  
pp. 39-62 ◽  
Author(s):  
Bob Ives ◽  
Alicia Nehrkorn
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
Research Review ◽  
Future Research ◽  
Honor Code ◽  
Quantitative Studies ◽  
High Prevalence ◽  
History Of ◽  
Text Matching

Research into academic integrity (AI) has a long history of extensive work to estimate the prevalence of and predictors for academic misconduct in higher education (HE). In addition, concern about the high prevalence of academic misconduct has justified a proliferation of recommendations for reducing academic misconduct. Scholars have lamented, however, the dearth of research investigating the effectiveness of interventions to prevent academic misconduct. This chapter reports on a review of 97 quantitative studies that investigated the effectiveness of interventions related to academic misconduct in HE. The evidence supports the effectiveness of text-matching software and honor code systems in reducing plagiarism and cheating, respectively. The effectiveness of proctoring examinations, providing instruction about plagiarism, and delivering instruction about AI are not supported by the evidence. Recommendations for future research are suggested.

scholarly journals Demystifying student plagiarism in academic writing: Towards an ‘educational’ solution

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Hloniphani Ndebele ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Academic Writing ◽  
Academic Integrity ◽  
Higher Education Institutions ◽  
Academic Standards ◽  
Online Resources ◽  
Student Plagiarism ◽  
African Higher Education ◽  
South African Higher Education

Plagiarism has become a recurrent challenge in higher education institutions, threatening the integrity of universities and their academic standards. The exacerbation of this issue can be largely linked to the escalating presence of online resources, which are easily accessible to knowledge and information communities worldwide. Many universities have thus instituted reactive measures that focus on detecting and policing plagiarism with little consideration of proactive and educational measures that can address the primary reasons for plagiarism and foster a community of academic integrity on their campuses. The purpose of this paper is, therefore, to interrogate the treatment of plagiarism in universities, and provide recommendations for better educational approaches to address this issue in proactive ways that also acknowledge the complex, contextual background of the South African higher education landscape. Understanding the primary reasons students plagiarise is critical in finding educational rather than punitive solutions to address the issue.

scholarly journals Microlearning for improved student outcomes in higher education: A scoping review

2020 ◽  
Author(s):  
Adrian B. R. Shatte ◽  
Samantha Teague
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Scoping Review ◽  
Interdisciplinary Research ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Small Scale ◽  
Motivation To Learn ◽  
Key Terms ◽  
The Impact

This paper aims to synthesise the literature on technology-based microlearning in higher education. Six education, information technology, and interdisciplinary research databases were searched using key terms relating to technology-based microlearning in higher education. Articles were assessed by two reviewers, and data were extracted on the article’s microlearning features, supporting technologies, educational discipline, and outcomes for teaching and learning . Articles were then synthesised via narrative review. Forty papers focusing on the application of technology-based microlearning to higher education were identified. Three keys themes emerged, including: (i) methods for microlearning design and delivery; (ii) the impact of microlearning on objective student outcomes (e.g. academic performance and participation); and (iii) the impact of microlearning on subjective student outcomes (e.g. motivation to learn and user experience of using microlearning technologies). Overall, the application of microlearning to higher education has demonstrated a range of benefits for both objective and subjective student outcomes. With the majority of studies reporting on small-scale studies conducted across various disciplines, it is evident that there is significant room for further research on the application of technology-based microlearning to further understand the nuances of its application in higher education. Combined, the results of the current study collate the existing evidence on the benefits and limitations of microlearning in higher education, and can thus assist educational practitioners in incorporating microlearning content into their own teaching materials.

scholarly journals Health and Wellness Literacy Initiatives for Immigrant Populations Delivered Through Faith-Based Entities

2021 ◽  
Vol 4 ◽  
pp. 1-19
Author(s):  
Olivia Genereux ◽  
Nashit Chowdhury ◽  
Ayisha Khalid ◽  
Tanvir C. Turin
Keyword(s):  
Health Literacy ◽  
Scoping Review ◽  
Data Extraction ◽  
Research Question ◽  
Grey Literature ◽  
Initial Contact ◽  
Faith Based ◽  
Immigrant Populations ◽  
Literacy Initiatives ◽  
Improve Health

Background: Health literacy has been shown to be low among immigrant populations globally, leading to limited ability to locate, access and use health information. Religious entities are often the initial contact for many immigrants regarding health and social supports, there are a lack of knowledge about how initiatives to improve health literacy of the immigrant population may be offered through faith-based entities. The objective of this proposed scoping review is to identify available evidence on health literacy initiatives delivered through faith-based entities for immigrant populations. Methods/Design: Using a scoping review framework we will complete a comprehensive search of relevant keywords in major academic and grey literature databases. Eligible articles will be identified through screening by two independent reviewers according to predefined inclusion and exclusion criteria to include articles relevant to our research question. Selected articles will be charted into data extraction tables for analysis, synthesis and presentation of narrative description and visual graphics. Discussion: This scoping review will identify and assess existing health literacy initiatives delivered through faith-based entities to improve health literacy of immigrant communities. This review will inform which initiatives are commonly practiced, and which immigrant groups are most benefitted from and can potentially be benefitted. It will also describe how to conduct those initiatives and what resources are needed and identify the stakeholders of such initiatives those needed to be engaged with to conduct a successful and acceptable program. The challenges and facilitators of those initiatives will also be identified.

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