Designing engaging course content keeps students interested and active in their learning, instead of them passively receiving information, and is more likely to give students intrinsic motivation to want to do well in a course and act with academic integrity.
Professors can choose to implement a “portfolio” to their online classes by asking students to share an online folder of their work throughout the semester. Knowing the professor’s eye is on their work could influence accountability, and, having a place to refer back to previous assignments to noticing writing differences would be helpful for the professor to identifying plagiarism (Baker Bimmel, 2014).
A vital part of getting students to understand and use citations is to make sure they understand the purpose.
Students will more likely “buy-in” to using citations if they understand the differences between citation styles, or why a citation style is required for a certain discipline.
Discussing the importance of being able to find sources, including using that as a way to find more research in their own work, is one of the ways to help students see how useful citations are.
If instructors believe that students have plagiarized there are a number of options available.
Grammarly has an option for checking content for plagiarism. First, you need to create a Grammarly account, upload the paper, and turn on the plagiarism detection option.
The Library has created a custom search engine that can search across many of our subscriptions at once using OneSearch. Copy and paste the suspect text into the search box and review results.
Likewise, you can use Google or Google Scholar to search across web or scholarly content for suspect text.
A flowchart that walks through UPEI’s academic integrity violation process.
Reference:
Baker Bimmel, M. (2014). Cheating in Online Classes: A Preliminary Investigation. [Ed.D. Dissertation, Nova Southeastern University]. ERIC.