Minimizing Plagiarism by Redesigning the Learning Environment and Assessment

2011 ◽  
pp. 194-207 ◽  
Author(s):  
Madhumita Bhattacharya ◽  
Lone Jorgensen
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Internet Use ◽  
Process Approach ◽  
The Internet ◽  
Educational Setting ◽  
Institutions Of Higher Education ◽  
Education Students ◽  
High Stakes ◽  
Assessment Tasks

In this chapter we have raised a number of questions and made attempts to respond. These question are: Can plagiarism be stopped? Should we stop students from using the information available on the internet? Is it enough if the students just acknowledge the sources in their work? What action is required to minimize the harmful, and maximize the useful, aspects of internet use in the educational setting? We want our students to learn, and demonstrate their learning with honesty and integrity. In the institutions of higher education students learning is judged through assessment tasks in the form of assignments, tests, and examinations. We have to ensure that high stakes assessments do not act as an inspiration to cheating in the form of plagiarism. We have provided arguments in support of the integration of process approach with deliverables at the end of the course for assessment of students learning.

Profiling Internet Use of Portuguese Higher Education Students

2016 ◽  
pp. 46-71
Author(s):  
Rita Santos ◽  
José Azevedo
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Digital Literacy ◽  
Internet Use ◽  
Empirical Studies ◽  
The Internet ◽  
Education Students ◽  
The Creation ◽  
Portuguese Higher Education

This chapter aims at providing as close a picture as possible of the engagement of HE students with the Internet, especially as regards Web 2.0, and of the knowledge, attitudes, skills and opportunities associated with this use. For this purpose, the following chapter presents the results of a review of empirical studies conducted on a set of analysis dimensions of Internet use, including access, intensity, scope, and participation in the creation and sharing of content, digital literacy revealed by the students using the Internet and opportunities for the development of activities associated with the effective / competent learners.

scholarly journals MOOCs as Disruptive Innovation in Higher Education

2018 ◽  
Vol 1 (1) ◽  
pp. 10-12
Author(s):  
Kamarudin Hussin
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Flipped Classroom ◽  
Higher Education Institutions ◽  
Disruptive Innovation ◽  
Virtual Learning Environment ◽  
The Internet ◽  
Free Access ◽  
Access To Higher Education ◽  
E Learning

The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).  

scholarly journals Teaching and Learning in Higher Education: E-Learning as a Tool

2019 ◽  
Vol 9 (1) ◽  
pp. 458-463 ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The Internet ◽  
Full Time ◽  
Online Classes ◽  
New Paradigm ◽  
Education Students ◽  
Communication Tools ◽  
Modern Education ◽  
E Learning

Recently, the market of E-Learning is soaring and is known as a new paradigm in modern education. E-Learning acts as a medium, consisting of several types of computers and electronic media that are communication tools as well as the Internet, which provides training and informative access on certain subjects. By using E-Learning students can attend online classes anywhere, regardless of time and place. Generally, E-Learning is more geared towards self-training and is ideal for individuals who work full-time but desire to further their studies. Thus, this study has been developed and integrated with factors leading towards the effectiveness of E-Learning as a tool in Teaching and Learning (T&L) approach. A quantitative approach was applied by using a self-administered distribution of questionnaire targeted at higher education students. Therefore, the outcomes of this research will help to provide insightful information to the current education system in Malaysia, particularly in crafting strategies to enhance the learning education for the country in general.

HIGHER EDUCATION STUDENTS’ PERCEPTIONS OF VALUES ON THE INTERNET

2018 ◽  
Author(s):  
Paulo Alves ◽  
Carlos Morais ◽  
Paula Renes ◽  
Luisa Miranda
Keyword(s):  
Higher Education ◽  
The Internet ◽  
Education Students

scholarly journals Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

2020 ◽  
Vol 5 ◽  
Author(s):  
Dimitri Molerov ◽  
Olga Zlatkin-Troitschanskaia ◽  
Marie-Theres Nagel ◽  
Sebastian Brückner ◽  
Susanne Schmidt ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
The United States ◽  
The Internet ◽  
Online Information ◽  
Special Role ◽  
Assessment Framework ◽  
Education Students ◽  
Ongoing Research ◽  
Preliminary Validation

Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textbooks when studying for exams. However, far from being a value-neutral, curated learning environment, the Internet poses various challenges, including a large amount of incomplete, contradictory, erroneous, and biased information. With low barriers to online publication, the responsibility to access, select, process, and use suitable relevant and trustworthy information rests with the (self-directed) learner. Despite the central importance of critically evaluating online information, its assessment in higher education is still an emerging field. In this paper, we present a newly developed theoretical-conceptual framework for Critical Online Reasoning (COR), situated in relation to prior approaches (“information problem-solving,” “multiple-source comprehension,” “web credibility,” “informal argumentation,” “critical thinking”), along with an evidence-centered assessment framework and its preliminary validation. In 2016, the Stanford History Education Group developed and validated the assessment of Civic Online Reasoning for the United States. At the college level, this assessment holistically measures students' web searches and evaluation of online information using open Internet searches and real websites. Our initial adaptation and validation indicated a need to further develop the construct and assessment framework for evaluating higher education students in Germany across disciplines over their course of studies. Based on our literature review and prior analyses, we classified COR abilities into three uniquely combined facets: (i) online information acquisition, (ii) critical information evaluation, and (iii) reasoning based on evidence, argumentation, and synthesis. We modeled COR ability from a behavior, content, process, and development perspective, specifying scoring rubrics in an evidence-centered design. Preliminary validation results from expert interviews and content analysis indicated that the assessment covers typical online media and challenges for higher education students in Germany and contains cues to tap modeled COR abilities. We close with a discussion of ongoing research and potentials for future development.

scholarly journals TechTeach—An Innovative Method to Increase the Students Engagement at Classrooms

Information ◽  
2020 ◽  
Vol 11 (10) ◽  
pp. 483
Author(s):  
Filipe Portela
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Teaching Quality ◽  
Bring Your Own Device ◽  
Online Classes ◽  
Education Students ◽  
Interactive Tools ◽  
Evolution Of Technology ◽  
Flipped Classrooms

Higher education is changing, and a new normal is coming. Students are even more demanding, and professors need to follow the evolution of technology and try to increase student engagement in the classrooms (presential or virtual). Higher education students recognise that the introduction of new tools and learning methods can improve the teaching quality and increase the motivation to learn. Regarding a question about which type of classes students preferred, ninety-one point ninety-nine per cent (91.99%) of the students wanted interactive classes over traditional. Having this concern in mind over the past years, a professor explored a set of methods, strategies and tools and designed a new and innovative paradigm using gamification. This approach is denominated TechTeach and explores a set of trending concepts and interactive tools to teach computer science subjects. It was designed to run in a B-learning environment. The paradigm uses flipped classrooms, bring your own device (BYOD), gamification, training of soft-skills and quizzes and surveys to increase the student’s engagement and provide the best learning environment to students. Currently, COVID-19 is bringing about new challenges, and TechTeach was improved in order to be more suitable for this new way of teaching (from 0% to 100% online classes). This article details this method and shows how it can be applied in a real environment. A case study was used to prove the functionality and relevance of this approach, and the achieved results are motivating. During the semester, more than a hundred students experienced this new way of teaching and assessment. In the end, more than eighty-one per cent (81%) of the students gave a positive grade to the approach, and more than ninety-five per cent (95.65%) of the students approved the use of the concept of BYOD in the classroom. With TechTeach, the classroom is not a boring place anymore; it is a place to learn and enjoy regardless of being physical or not.

Benchmarking the best practices of Asian Universities in increasing student mobility

2020 ◽  
Vol 11 (1) ◽  
pp. 23-23
Author(s):  
Mary Caroline N. Castaño, Ph.D.
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Student Mobility ◽  
Global Market ◽  
Institutions Of Higher Education ◽  
Education Students

Globalization had brought significant changes to the ways; students perceived higher education. With the rise of globalization, institutions of higher education need to become more international in order to operate effectively in the global market. Influenced by the importance of higher levels of education, students are now keen on finding education that would best serve their purposes or intentions. Keywords: best practices, Asian universities, mobility

E-Learning for ICT Group Work in a Blended Learning Environment

2011 ◽  
Vol 1 (2) ◽  
pp. 50-60
Author(s):  
Lisa Soon ◽  
Campbell Fraser
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Group Work ◽  
Learning Tools ◽  
Education Students ◽  
Face To Face ◽  
Study Approach ◽  
Assessment Tasks ◽  
Information And Communication ◽  
E Learning

How does e-learning support group work in university information and communication technology (ICT) education within a blended learning environment? While face-to-face interaction was possible for on-campus student group work, distance education students could only perform their group work online. This research adopted a qualitative case study approach. It explored the e-learning use by students in a core subject ‘Software Development’ in a Bachelor of ICT program with three group work assessments. The findings indicate that, while technology could effectively help students to collaborate in their group work and assessment tasks, some technological features in the learning management system are highly subject to constant enhancement, due to the nature of the subject requirements and the need to facilitate frequent technology-mediated interactions in some situations. A model of group work collaboration is developed to explain the need for a new design and development of features in e-learning tools.

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