scholarly journals Strategies for Dealing with Plagiarism and the Web in Higher Education

Author(s):  
Paul Darbyshire ◽  
Stephen Burgess

There are few publications dealing with plagiarism prior to the introduction of the Web, yet in the decade since its introduction there has been a rise in the number of publications dealing with the topic. This literature suggests that plagiarism is occurring on a more frequent basis since the introduction of the Web into classrooms. Students now have access to vast amounts of information through the Internet. The ease of accessibility and low access price of the information does little to establish a sense of information value in the mind of students. This phenomenon is calling into question established academic practices and the credibility of some courses. While online classes often receive much attention in this regard, the perceived rise in plagiarism is not restricted to this new paradigm. Indeed, the occurrence of plagiarism is no less evident in the traditional classroom. While the Internet may provide the means of plagiarism for many, it is not the cause. The Internet is part of a technological evolution we are experiencing in teaching and society in general. This evolution is forcing us to adopt many new paradigms and thus consequently change old teaching habits. With easy access to the Internet, education is operating in a new landscape, and assessment procedures need to adapt to the landscape in order to survive. In this paper we present a case study of a number of effective changes made to adapt assessment procedures to the new landscape at Victoria University, Australia. In particular, two very different approaches utilized in two different courses are documented. Both cases highlight how careful consideration of the design and assessment techniques used in learning activities can reduce or even remove the problem of plagiarism.

Author(s):  
Epi Ludvik Nekaj

A digital transformation is underway. One that is redefining the essence of human interaction and with ideas, share unused resources and create new on-demand services that are customisable and unique. These are only a few examples of real productivity that when layered on the Internet creates an abundance of resources and opportunity. This people-powered abundance is called the crowd economy. It is the way the society lives, works and plays. There is a new paradigm shift that challenges traditional notions of the “norm” while expanding possibilities. The hallmark of the digital age is social connections that are boosted by the web and mobile networks. These technological advances have taken collaboration and cooperation to a level never seen before. Social connections through the web have gone beyond social media likes and shares and has evolved into social productivity - a phenomenon that arises when networked crowds collaborate to solve problems, raise funds, and come up with innovative ideas and solutions.


2003 ◽  
pp. 404-415
Author(s):  
Stephen Burgess ◽  
Paul Darbyshire

Since the mid-1990s, there have been many claims that the Web has become the new paradigm for teaching. However, most academics do not use the Web as a replacement for teaching, but to provide extra benefits for their students. There is a strong parallel between this use of the Internet for teaching, and the use of IT in business for providing added-value products or administrative efficiencies. In this chapter, the similarities between the use of IT in business and education are discussed, and the categorization of aspects of Web use in education using standard business categories relating to savings and quality are explored. The results are obtained from a survey of academics conducted internationally using the Web, and it surveys perceptions of benefits gained from supplementing teaching with Web-based services. The results revealed similar usage levels of Administrative and Educational Features to aid tertiary education on the Internet. The administrative uses showed slightly more benefits for the institution than for students and vice-versa for educational uses. In both types of uses, their adoption seemed to be based upon how difficult the feature was to set up as well as the added-value benefits it provided. An analysis of the correlation of the benefits identified for institution and students showed a correspondence between most of the uses, with a few interesting differences.


2011 ◽  
pp. 2918-2928
Author(s):  
Stephen Burgess ◽  
Paul Darbyshire

Since the mid-1990s, there have been many claims that the Web has become the new paradigm for teaching. However, most academics do not use the Web as a replacement for teaching, but to provide extra benefits for their students. There is a strong parallel between this use of the Internet for teaching, and the use of IT in business for providing added-value products or administrative efficiencies. In this chapter, the similarities between the use of IT in business and education are discussed, and the categorization of aspects of Web use in education using standard business categories relating to savings and quality are explored. The results are obtained from a survey of academics conducted internationally using the Web, and it surveys perceptions of benefits gained from supplementing teaching with Web-based services. The results revealed similar usage levels of Administrative and Educational Features to aid tertiary education on the Internet. The administrative uses showed slightly more benefits for the institution than for students and vice-versa for educational uses. In both types of uses, their adoption seemed to be based upon how difficult the feature was to set up as well as the added-value benefits it provided. An analysis of the correlation of the benefits identified for institution and students showed a correspondence between most of the uses, with a few interesting differences.


Author(s):  
Epi Ludvik Nekaj

A digital transformation is underway. One that is redefining the essence of human interaction and with ideas, share unused resources and create new on-demand services that are customisable and unique. These are only a few examples of real productivity that when layered on the Internet creates an abundance of resources and opportunity. This people-powered abundance is called the crowd economy. It is the way the society lives, works and plays. There is a new paradigm shift that challenges traditional notions of the “norm” while expanding possibilities. The hallmark of the digital age is social connections that are boosted by the web and mobile networks. These technological advances have taken collaboration and cooperation to a level never seen before. Social connections through the web have gone beyond social media likes and shares and has evolved into social productivity - a phenomenon that arises when networked crowds collaborate to solve problems, raise funds, and come up with innovative ideas and solutions.


2021 ◽  
pp. 56-68
Author(s):  
Mina Younan ◽  
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Sherif Khattab ◽  
...  

In the last two decades, Wireless Sensor Networks (WSNs) are gaining more popularity, where the concept of WSN always exists when everything connects. Almost of WSN applications cover wide area and large spaces for assessing and monitoring certain phenomenon. Moreover, WSN components have been integrated in daily life objects or things (object, place, and person), so that they could be monitored and controlled. As a result, a new paradigm called the Internet of Things (IoT) connects WSN components to the Internet to be globally monitored and controlled representing the surrounding environmental events and conditions. The future IoT is called the Web of Things (WoT), which visualizes the IoT data (sensory data) using current web tools and services (HTTP, RESTful services). This paper presents an overview of the WSNs, the IoT and its future paradigm (WoT) discussing key elements, main layers, main challenges, and annotation formats.


2017 ◽  
Vol 2 (1) ◽  
pp. 141
Author(s):  
Zuzanna Służewska

ROMAN LAW ON THE INTERNETSummary In the past ten years the Internet has become a very popular information exchange tool serving people around the world. A summary review of information included on the world wide web indicates that the Internet constitutes a rich and diversified source of information about certain issues, which enables not only the popularisation of such knowledge, but also creates an open forum for the discussions of many different issues. There are also many sites on Roman on the Internet, which were created not only by the universities and other scientific centres, but also by private individuals interested in Roman law as a hobby. O f course, such web sites are either currently not very large and devoted to specific problems of Roman law, or very general and thus not of much use for romanists interested in specific issues. Also the catalogue of sources of Roman law that is available on the net is still incomplete, which probably results from the problems connected with the transformation of original source texts into electronic form. In this article I would like to present the results of my „web surfing”, in order to encourage Roman law researchers to use the Internet as a serious source of information, and to show that the Internet may provide enormous possibilities in the future. The various sites devoted to Roman law existing on the Internet may be divided into some general categories depending on the type and purpose of each of these sites.The first type or category consists of Internet sites created by universities, law school and other educational centres. The information included therein is mainly of an administrative nature and refers to the programme of studies, exam schedules, academic teachers and tutors and similar matters not connected with Roman law itself. Some of them also give information about special projects conducted in this particular school and information about local libraries with lists of available books. Apart from the private sites created by the members of the academic community on the web one can find also the sites created by individual people, who publish on the Internet the results of their research, their opinions on different legal problems connected with Roman law, summaries of books devoted to Roman law an so forth.The next category of Internet sites that may be used by a person studying Roman law are sites that include texts of legal sources. This kind of site, although not including much substantial information on Roman law, may be helpful for the researcher of antiquity and Roman law as it enables easy access to the text of selected source.Last of all I would like to pay some attention to Internet sites devoted to ancient Rome in general, not necessarily to Roman law. The sites of this kind are more popular science than strictly scientific materials, and probably they are not of much use for the historians of antiquity. On the other hand, they include some interesting pieces of information neither being taught in standard course of studies nor included in history manuals, bringing the realities of ancient world closer to us, such as information on Roman cuisine, Roman coins, or Roman clothes. These sites also include a large variety of pictures and photos, which makes them more attractive for visitors.As we can see the Internet has become quite a rich source of information about antiquity and Roman law. Taking into consideration all the advantages that this global network offers in the field of transferring and broadcasting information, certainly it is worthy of greater attention on the part of romanists. Since the information included therein is relatively general, the primary use of the Internet by romanists should be in my opinion as an educational tool. Encouraging students to use the Internet while learning Roman law may inspire them to more detailed studies on selected subjects, not limited to information included in popular manuals and, as the next step, in creating their own www sites devoted to particular problems in the field of Roman law. Simultaneously no less of importance is co-operation among romanists from all countries in order to make the Internet useful also for the researcher of Roman law. That could be achieved through placing texts of scholar books and articles on the web, creating the universities’ homepages devoted to Roman law, initialising collaborative Internet projects and presenting the individuals achievements in the field of Roman law on the net. As a result in a few years it could be expected that the Internet would become the compendium of information on Roman law, widely available and easy to use, as well as the forum of collaboration among academia in the field of Roman law. In the modern world, where history knowledge is often treated as an useless ballast, especially the researchers of antiquity should make use of technical innovations in the field of dissemination of information because it enables their knowledge to survive. Providing the virtual reality has become the constant element of everyday life, the reservation of space on the Internet for Roman law is the way to make Roman law in some sense „immortal”.


2014 ◽  
Vol 556-562 ◽  
pp. 5817-5821
Author(s):  
Ya Kun Huang ◽  
Meng Yao Wang ◽  
Yang Wang ◽  
Chuan Xin Zhao

With the explosive development of the Web2.0, Web education resources have been increasing dramatically. It is just so hard to mine some useful information among the Internet environment filled with a large number of Wed education resources. Due to the fact that human beings have strong ability to identify information quickly in visualization modes, we decide to change the Web resources into the visual form. Visual interface enables us to have more efficiency in observing, manipulating, researching, skimming, collating, comparing and comprehending large scale statistics of Web education resources[1]. In this paper, we process multi-dimension data by some software, get visual results and analyze the Internet education texts.


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