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Flipped Marking and Plagiarism Avoidance in a Digital Age

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Abstract

While plagiarism in digital classrooms has been am important topic of discussion in the literature on post-secondary teaching and learning, too often this discussion has been framed in unhelpful polemic and moral terms. In contrast, this paper argues that using a peer-evaluation flipped marking system in a learning management system (LMS) as part of a plagiarism deterrence strategy can help to create a learning environment where students engage with the ideas of their peers and begin to feel like their ideas matter to others. In such a climate, students may feel less alienated from the university community and more connected to the class and their peers, and as such, they may be less likely to plagiarise their work. A way to deal with plagiarism is to help students become engaged with their peers as fellow academics and as members of micro academic communities. Bien que le plagiat dans les salles de classe numerique soit un sujet important de discussions dans la documentation sur l'enseignement et l'apprentissage post secondaire, trop souvent, la discussion est encadree de termes de morale et de polemique inutiles. En contraste, cet essai soutient qu'en utilisant un bareme de notation renverse d'evaluation par des pairs dans le cadre d'un systeme de gestion d'apprentissage comme strategie pour dissuader le plagiat, on peut aider a creer un environnement d'apprentissage dans lequel les etudiants participent aux idees de leurs pairs et sont amenes a penser que leurs idees peuvent etre importantes pour les autres. Dans un tel climat, les etudiants se sentiront moins en marge de la communaute universitaire et plus rattaches a leur classe et a leurs pairs, et ainsi, ils pourraient avoir moins tendance a plagier leur travail. Un moyen de traiter le plagiat est d'aider les etudiants a devenir plus engages envers leurs pairs comme academiciens associes et comme membres de micro communautes academiques.

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