Media and Information Finals

Campus virtuales, 2021

The use of the different tools and resources available on the web has the potential to affect the level of plagiarism at all educational levels. This article approaches the relationship between the use of Internet resources and the levels of plagiarism among high school students in Ecuador. Quantitatively, 16,546 surveys of high school students were conducted and the students were classified using the k-means method according to the use of Internet tools. Cause-effect relationships were established through logistic regression between classifications and the levels of plagiarism. The results show that Internet skills and student confidence in the Internet directly affect plagiarism levels. It was found that plagiarism depends on the confidence levels of the students and on the variables connection days per week, level of Internet knowledge, hours connected per day and years of experience as an Internet user. RESUMEn. El uso de las diferentes herramientas y recursos de la web tiene el potencial de afectar el nivel de plagio. Este artículo aborda la relación entre el uso de recursos de Internet y los niveles de plagio entre estudiantes de secundaria en Ecuador. Cuantitativamente, se realizaron 16.546 encuestas a estudiantes de secundaria y se clasificó a los estudiantes mediante el método de k-medias según el uso de herramientas de Internet. Las relaciones causa-efecto se establecieron mediante regresión logística entre las clasificaciones y los niveles de plagio. Los resultados muestran que las habilidades de Internet y la confianza de los estudiantes en Internet afectan directamente los niveles de plagio. Se encontró que el plagio depende de los niveles de confianza de los estudiantes y de las variables días de conexión a la semana, nivel de conocimiento de Internet, horas conectadas por día y años de experiencia como internauta.

33rd Congress of the Nordic …, 2005

The menu commands copy and paste are often constituted as a threat to learning. Several authors argue that there is a close connection between copying and pasting on the one hand and cheating and plagiarism on the other. The ease with which students can transport information with the help of digital technology is seen as seductive. Copy-and-paste-plagiarism (McCabe) is a metaphor used to establish a connection between cheating and the practice of copying and pasting. Other studies suggest that copy and paste can be detrimental to learning. Students may be cheated out of skills. Alexandersson and Limberg use the metaphor transport and transform to illustrate how students copy and paste to transport facts and transform the factual information to slightly different text supporting surface learning rather than cheating. Nilsson drawing on Goffman suggests that copying can be seen as a choice between acting as animator, author or principal. In work with factual texts the students must position themselves as principals to create "their own texts". It is the purpose of this paper to illustrate how copy and paste can be constituted to support creative and critical writing. In this paper we suggest that tools like Encarta Researcher afford ways of working that can enhance student learning and can better be understood through the metaphor Transport-Reflect-Transform. Rather than positioning students that copy and paste as cheaters we argue that they can be positioned as learners who use these functions productively.

Delta Medical College Journal, 2015

Since the emergence of the electronic era, plagiarism has become an increasingly prevalent problem at tertiary institutions. This study investigated the role electronic sources of information played in influencing plagiarism in an essay assignment in a first-year geography module at the University of KwaZulu-Natal in South Africa. Despite explicit instruction in tutorials on academic writing, referencing and plagiarism, a quarter of students still plagiarised in their essay, with the majority having done so off the Internet. A survey questionnaire and interviews revealed that not only did the school writing experience prepare students poorly for academic writing discourses, but also highlighted that student ignorance with regard to acknowledgement of electronic sources, a pervasive perception of difference between electronic and print sources, as well as the availability of the copy-and-paste facility which reinforces the product view of writing, all contributed towards electronic-source plagiarism. Active instructional engagement with electronic-source material, and open dialogue on ownership of knowledge as well as on moral and ethical issues with students, are recommended as strategies to overcome such plagiarism. Plagiarism from electronic resources The proliferation of electronic resources in the last decade or so has not only vastly increased the range of information that is available, but has also greatly increased accessibility. A number of authors contend that this ease of access to information from electronic sources has contributed to the increase in student plagiarism at tertiary institutions in recent years), although no empirical studies in this regard have been located. With regard to ease of access, Evans (2000) almost frivolously comments on plagiarism before the Internet era being hard work, as the location and copying of material took almost as much effort as doing proper research for an assignment. Today, however, he claims that by using a couple of key words and clicks on the mouse, students have sufficient material to cobble together an assignment. Auer and Krupar (2001, 418) also comment on the speed of the cut-and-paste process, which serves to reduce the opportunities to reflect, leading to 'carelessness in thought, carelessness in citing material and ultimately to plagiarism'. The notion of accessibility to information for academic writing is taken further by Walden and Peacock (2006, 202) who state that it has 'altered our relationship with information generally' with the emphasis today being on the 'evaluation of competing resources rather than on communication and product'. Whereas in the pre-electronic age recommended reading lists and books on university library shelves provided students with access to authoritative texts that conformed to the conventions of academic writing, students today are exposed to a far wider range of texts through the use of electronic search engines. The means by which students extract, process and

International Journal of Advanced Trends in Computer Science and Engineering, 2019

This paper is an attempt to make people understand the importance of plagiarism. The reason why people copy and its drawbacks. It also describes translation-a type of plagiarism that needs to be studied. How the increasing competition and the stress of work makes an individual to make this crime. The importance of language barrier in plagiarism and need for a common language of the world. The various malpractices used to avoid getting caught in plagiarism. The need for strong rules and laws to avoid the crime of plagiarism. It also has a small survey which describes the lack of education of plagiarism among the people. There is a need to make sure plagiarism a form of electronic crime is reduced perhaps destroyed from its roots. This can only be stopped, from where its starts i.e. school days.

VDM Verlag Dr. Müller eBooks, 2009

ACM SIGCAS Computers and Society, 2010

This article provides an introduction to plagiarism and the numerous negative aspects associated with it. Some examples from history have also been provided along with their outcomes. There are different types of plagiarism with varying legal and social aspects. The taxonomy of plagiarism is built by classifying it, with respect to the method involved in plagiarism, the form in which it happens or the intention of the plagiarist. The strategies suggested in the literature to avoid plagiarism are organized into individual and organizational levels. Individuals can adopt strategies to build habits of avoiding plagiarism and focus on their original and innovative way of thinking. Similarly, institutions can make policies to cope with plagiarism and hence maintain their reputation. In this paper, the focus is not on mentioning the plagiarism detection methods; rather we believe that building awareness in the people about plagiarism outcomes is more important than teaching them about the...

2009

Many of the assumptions that inform the ways we respond to issues of plagiarism are based in laws and traditions that pertain to stealing or to copyright. Laws about stealing, however, assume key concepts that are at odds with the conceptual realities of plagiarism. The notion of taking something, for instance, carries with it the concomitant idea that the rightful owner is deprived of the use of that thing. Laws about copyright are similarly derived from the notion of a physical text being duplicated to make additional (physical) copies to be sold, implying that if copyright is violated, the rightful owner suffers (financial) harm. Neither set of laws appropriately addresses plagiarism, however, which can occur without depriving the author/owner of the work or the right to profit from it. This paper will differentiate the elements of plagiarism from those of theft and copyright violations, and attempt to define plagiarism in terms that accurately describe its essential elements.