Week 6 Online Learning and Academic Integrity

Educators have a responsibility to foster and maintain standards of academic integrity, which requires engaging students in the development of moral reasoning (Jocoy & DiBase, 2006).  Academic integrity in the online learning environment is possible through the use of plagiarism detection software.  Unfortunately, dishonesty, whether intentional or accidental, occurs in virtually any learning scenario and online learning is no exception to plagiarism.  Educators have always been concerned with upholding standards of academic integrity among individuals engaged in a scholarly pursuit (Jocoy & DiBase, 2006).  Through the implementation of plagiarism detection software the task of identifying plagiarized work becomes more accurate and systematic.  Presently, instructors can use internet tools such as plagiarism detection programs such as Turnitin.com or the search engine Google to search for text that has been copied from other sources without providing proper credit. 

The manner in which assessments are designed can help to prevent academic dishonesty.  As stated in this week’s resources, academic integrity can be jeopardized by a lack of knowledge about plagiarism and through explicit instruction plagiarism can be avoided (Jocoy et al, 2006).  By having students complete assignments  that do not encourage just copy-paste information from the internet the rate of plagiarism would be likely to decrease.  Additionally, by contrasting assignments prepared by students with minimal plagiarism instruction to assignments completed by those receiving explicit instruction, the rate of plagiarism decreased (Jocoy et al., 2006). 

As an instructor and future facilitator of adult learners, I would design assignments that do not encourage the practice of copy and paste to complete assignments.  I would also include in my instruction academic integrity and the importance of giving the original writer credit for their work.  So many students are under the impression that citing another person’s work lessens their own work when in actuality including reliable sources to support your own ideas strengthens the writing.  As the instructor, I would establish my presence early and often, beginning with a brief course overview and a short biography.  By establishing my presence, the students will be able to identify with me (as a human) and not just think of the course as just an online course.  Also, when grading student assignments, I would use a plagiarism detection tool such as Turnitin.com  or Google to search for identical text.  Lastly, by designing assignments that require citations, students will learn the significance of providing credit to the original writer.

In an effort to deter plagiarism from semester to semester I would stagger or alternate assignments.  I would also include a variety of course assignments with a mixture of individual and group assignments.  Also, if I were able I would alternate the course material from semester to semester so that the students would not be able to use someone else’s papers from a previous semester.

Reference:

Jocoy, C., & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), 1–15.
Retrieved from the Walden Library databases. 

Week 5

In a world that is ever changing and advancing, the impact of technology can best be exhibited in our growing dependence upon it on a daily basis.  Society is becoming ever dependent on technology from cell phones to broad band mobile networks connecting users virtually round the globe.  The impact of technology on adult learning is just as profound.  Adult learners enjoy taking on the responsibility of their own learning, and when properly guided and prepared for a learning experience they are quite capable of achieving a high level of competency (Johnson, nd). With the integration of technology, those once inhibited by barriers preventing them from continuing their learning are now liberated and able to increase their learning opportunities.

Before incorporating technology into the online learning environment, online instructors have several factors to consider including the adult user’s comfort level with the necessary technology.  Prior  to the incorporation of technology, one should be familiar with the learner and their ability to access and benefit from it. As stated by EducationWorld (2013) most educational technology experts agree that technology should be integrated, not as a separate entity or as a once-in-awhile project, but as a tool to promote and extend student learning on a daily basis.  Online users should be given the time to gain experience in using and integrating technology.

For the adult learner participating in online classes, usability and accessibility of the necessary technologies is paramount to their continued success and attendance in such an experience.  It has been through my own trials and tribulations while taking online courses that I have discovered a wealth of sites as well as uses of technology that I otherwise would never have put forth the effort to learn how to use.  Currently, I am working on completing my third degree from an online school and have, through these courses, been exposed to a plethora of internet technologies. 

When first attempting to integrate the new technologies I was often frustrated and doubtful, which I now attribute to the learning curve as I was trying to learn and utilize these technologies all at the same time with little previous knowledge or hands-on practice.  Because of having to collaborate in a virtual environment to be successful in specific courses, I am now confident and comfortable in using the internet and tools such as Skype, Google docs., wikis, blogs. Additionally, I have learned the importance of integrating technology and teaching users how to use such tools and I incorporate technology into my lessons as much as possible so that the students I teach learn how to use the tools provided through practice and hands-on projects.

The one area I feel limited in is having students work in online collaborative groups as we meet daily face-to-face and several students do not have access to internet or a device to use to connect.  While in an adult learning setting, I can expect the learners to solve this by using the local library or school computer labs, my current students are only middle school age, and would have to rely on others to get to places so they could collaborate online.

EducationWorld (2013).  Integrating technology in  the classroom:  It takes more than just having computers. Retrieved from http://www.educationworld.com/a_tech/tech/tech146.shtml.

Johnshon, M. (nd).  Adult learners and technology:  How to deliver effective instruction and overcome barriers to learning.  San Jose State University.