Plagiarism Detection and Prevention

This week's posting is on plagiarism.

 

What plagiarism detection software is available to online instructors?

Two plagiarism software programs mentioned by Jocoy and DiBiase (2006) are Turnitin and Essay Verification Engine (EVE). Two other plagiarism programs are SafeAssign by Blackboard and Glatt Plagiarism Services.

How can the design of assessments help prevent academic dishonest?

Pratt and Palloff (Laureate Education, 2012) discuss creating assessments that encourage collaboration, similar to what learners will experience in real-life work settings. Pratt remarks that he attempts to develop projects, assignments or exams in such a way that students must access textbooks, websites or other students to complete assignments. He further states, employees rarely work in isolation without available resources. To mimic real-world situations, Pratt creates authentic assessments that promote teamwork; working with others to find solutions.

Although I agree with some of Pratt and Palloff's remarks regarding the design of assessments to prevent cheating, there is a point when learners must demonstrate their knowledge and understanding without the use of textbooks, web resources, or interaction with others. Palloff states when graduates are in the work world it is expected they know how to research and not come up with information off the top of their heads. However, in nursing and other health related professions, passing a licensure exam is mandatory to obtain employment. Graduates ready to sit for licensure exams cannot access any resources; they need to know the information to pass the exam. Employers, patients, families, and other members of the healthcare team are depending on the fact that the employee can function without having to look up information.

In an effort to reduce plagiarism or cheating, what facilitation strategies do you propose to use as a current or future online instructor?

Jocoy and DiBiase (2006) research supports the fact that learners are often unaware of what constitutes plagiarism or cheating. Despite completing English courses that include content on citation and referencing correctly, students claim they do not understand plagiarism. Therefore, as suggested by Jocoy and DiBiase, an assignment or tutorial that addresses plagiarism and cheating, followed by a quiz is one strategy I would employ.  Glatt Plagiarism Services offers a tutorial program with institutional adoption of their program.  Other web sources that address plagiarism are Digital Citizenship and Purdue OWL. Most college and university writing labs and library services offer students help with writing to avoid plagiarism. Providing direct links to these services on course web sites would encourage students to utilize these resources. 

What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?

Two other strategies that might discourage students from plagiarizing or cheating are including plagiarism as a rubric criterion and describing grade penalties resulting from plagiarism and/or cheating. Most instructors have a student conduct policy listed in their syllabi. In addition, colleges and universities should develop a repository or central database to monitor student infractions. Faculty must be encouraged to report infractions and complete a form maintained through the repository.  For example, I work at a community college that monitors all student violations of the Academic Honesty Policy through The Office of Student Services. When I report a student for plagiarism, an investigation occurs to determine if the student has previous violations. Expulsion is a possibility for students with more than two violations. The benefit of a central department that monitors student infraction is often educators are unaware of a learner's pattern of dishonesty. If a student is reported repeatedly for the same infraction, stronger penalties can be enforced.

References:

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.

Laureate Education, Inc. (Executive Producer). (2012). Plagiarism and cheating. Baltimore, MD: Author

Impact of Technology on Adult Learning

What impact can technology have on adult learning?

Dr. David Thornburg (Laureate Education, Inc., 2011) posits that the explosion of technology has not so much influenced how people learn, but has facilitated the learning process. Technology has also changed the learning environment by focusing on the learner rather than the teacher. Passive students sitting in classrooms listening to lectures is no longer a viable method for learning. Today's students, including adult learners, seek faculty who actively engage students in the learning process by doing, by interacting with each other, and by using various technological strategies including Web 2.0 and 3.0 tools. Social networking has a great impact on learning since students are comfortable with this method of communication. Other tools such as wikis and blogs allow learners to create new knowledge through collaboration.  Mobile devices have increased the ability for adult learners to learn anytime, anywhere. The continuing evolution of technological resources and devices has supported the explosion of online learning and changed the way adult learners interact with course content.

What should online instructors consider before incorporating technology into the online learning environment?

Conrad and Donaldson (2011), along with other authors strongly suggest that technology should not be used for technology sake. Incorporating technological tools should support the achievement of learning goals and educational outcomes (Boettcher & Conrad, 2010; Conrad & Donaldson, 2011).  In addition, faculty should consider the diversity of the class, and determine if students are digital natives or digital immigrants. Older adult learners may not be as comfortable using various technological tools, therefore faculty should consider using common tools that are user-friendly. Faculty should also provide written instructions and/or video instructions for those students unfamiliar with the chosen technological tool. Finally, faculty must consider students with disabilities when choosing technologies for online learning (Cooper, Colwell & Jelfs, 2007)

What implications do usability and accessibility of technologies have on adult learning?

According to Cooper, Colwell and Jelfs (2007) the effectiveness of pedagogical strategies is influenced by accessibility and usability of technologies, especially for students with disabilities. Under American Disability Act (ADA) Title II, colleges and universities are considered places of public accommodation.  All programs, services and activities must be accessible to students with disabilities, and accommodations provided in a timely manner. Therefore, faculty must design online courses to accommodate learners with disabilities. Universal Design is a method of designing online environments so they are usable by everyone, to the greatest extent possible (CAST, 2011). 

Additionally, adult learners have multiple life responsibilities that compete for their time and may interfere with learning. Faculty must consider time on task when creating assessments that require the use of technology tools. Faculty should choose tools that are easily accessible to students, and are user-friendly with a small learning curve. Adult learners, or learners with disabilities who must spend an excessive amount of time learning new technology will quickly become overwhelmed, which reduces the likelihood that learning will occur. 

What technologies are most appealing to you for teaching online? Explain.

Adobe Presenter is a technology that allows the instructor to record mini-lectures for students and inserts checkpoints for learners to assess their understanding of material. Presentations can be viewed by students repeatedly using their computer or mobile device. Students like the ability to listen to the information as often as needed, and enjoy the flexibility of anytime, anywhere learning. Boettcher and Conrad (2010) claim that audio and video lectures create a media-rich learning environment. Another favorite technology is the use of YouTube videos. When explaining a complex subject, You Tube videos offer a visual format to help students learn. I also use YouTube videos to help students understand the impact disease has on a person's life. There are many well-done videos of people describing or demonstrating how they function at home or in the real world with a chronic disorder or some type of medical device. As the saying goes, "a picture is worth a thousand words." 

Reference:

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and

resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability:

Considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231–245.

Laureate Education, Inc. (Executive Producer). (2011). The impact of technology on learning. Baltimore, MD: Author

Internet Based Multimedia Resources for Online Learning

Mayer (Laureate Education, Inc., 2011) discusses the benefits of multimedia learning theory by stating that humans learn through multiple channels, such as audio and visual channels, and multimedia learning resources cognitively engage learners by stimulating audio and visual pathways to produce meaningful learning. This blog will briefly review two multimedia internet-based resources applicable to nursing education; Second Life and Free Nurse Tutor.   

URL: http://secondlife.com/

Second Life (SL) is a 3D environment in which learners create avatars to participate in games and simulations. Skiba (2009) describes SL as a virtual world in which experiential learning takes place. Students can play, interact and collaborate with other participants to learn and apply new knowledge. Two current SL games for nursing education are HealthInfo Island and Second Health Hospital.  HealthInfo Island players can learn about health and wellness issues, diseases, surgical procedures, drug effects and interactions, support services, and new research. Second Health Hospital allows participants to train as professionals while patients learn about healthcare facilities and procedures. 

The main concerns related to incorporating SL games in online learning are 1) the required technological support to run the games, 2) the learning curve for faculty in developing games, and 3) learning curve for students playing the games. Skiba (2009) reports that high-end computers with sophisticated graphic capabilities are required to build and use the system; therefore, technical support for faculty and students is essential. Purchasing the required hardware to support SL and create games may be a barrier for financially strapped organizations. A significant time commitment is required for faculty to create and maintain the SL learning experience.  

URL: http://freenursetutor.com/

Free Nurse Tutor is a free, open-source website, offering games to engage nursing students through interactive computer based learning activities. The site has multiple games on a wide range of topics. I focused on the Cardiac System site, which included eight different interactive games to help nursing students learn about cardiac anatomy, disorders such as heart failure, diagnostic tools like EKGs, and medications such as nitroglycerin. The site also includes a number of videos and an educator's corner. Most of the videos are from Youtube. Educators can register to create a personal account to customize learning activities. 

The abundance of material on the site would be overwhelming for learners. This might lead to unproductive time as students navigate through the various different body systems and games. Educators would need to select which interactive strategies to incorporate for student learning and ensure each activity related to a learning objective and/or course outcome (Conrad & Donaldson, 2011). 

Reference:

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and

resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

 

Laureate Education, Inc. (Executive Producer). (2011). Multimedia learning theory.  Baltimore, MD: Author

Skiba, D. J. (2009). A second look at second life. Emerging technology center. Nursing Education Perspectives, 30(2), 129-131.

Setting up effective online learning experiences

In discussing online learning, Boettcher and Conrad (2010) suggest several elements that are essential to a successful learner experience. The first is to develop the course site using quality metrics to ensure the site is well organized and meets educational standards for online learning. Using Quality Matters rubrics as a guide can help faculty create a quality online course (Boettcher & Conrad). Second, a course syllabus that clearly outlines course policies, learner expectations, course goals and outcomes, and the method of course communication is vital. Netiquette and communication guidelines establish expectations for the course that let students know where to post questions and contact the instructor or fellow learners as needed. Third, weekly lesson plans that outline course content, resources, and learning and assessment strategies should be in place before the course begins. The first several weeks of discussion forums should be created and ready for student interaction prior to the start of the course. Lastly, a short but thorough learner orientation to the course will help to smooth the transition into the course. Pratt and Palloff (Laureate Education, Inc., 2012) suggest developing a short video that explains important areas of the course site, instructor expectations, and directs students to review their technology to ensure they are prepared for online learning. 

Students new to online learning are often nervous and unsure of how a course will run, and what to expect from faculty. To decrease learner anxiety it is essential to have specific guidelines regarding learner to faculty, learner to learner, and learner to resource interaction (Boettcher & Conrad, 2010). In the online environment, learners come from varied backgrounds, multiple time zones, and with different operating systems and technologies. To reduce learner frustration and anxiety, and improve course satisfaction, faculty must develop clear guidelines and course expectations for students. A syllabus and/or short video presentation that outlines participation requirements, instructor feedback timelines and assignment deadlines helps to reduce student stress levels (Boettcher & Conrad). For example, discussion forums are one of the primary tools for collaborative learning in the online setting. A discussion board rubric provides students with the information needed to meet expectations related to this form of learning.

When setting up an online learning experience for adult learners, faculty should consider Knowles (1970) concepts on andragogy, and theories on constructivism (Merriam, Caffarella, & Baumgartner, 2007). Adult learners are often self-directed, and bring varied and vast life experiences to the learning environment. Andragogy and constructivist theorist believe adult learners want to learn useful information that is relevant to real life. Learning experiences should be authentic and designed to assist adult learners in the application of course content (Boettcher & Conrad, 2010). Adult learners want to apply new knowledge and skills immediately to real-world settings. In developing online learning experiences, using andragogical and constructivist frameworks will assist faculty in meeting the needs of adult learners. 

 

References:

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and

practical pedagogical tips. San Francisco, CA: Jossey-Bass.

 

Knowles, M. (1970). What is andragogy. In M. Knowles, The modern practice of adult education: From pedagogy to andragogy (pp. 40-59). Retrieved from http://www.hospitalist.cumc.columbia.edu/downloads/cc4_articles/Education%20Theory/Andragogy.pdf

 

Laureate Education, Inc. (Executive Producer). (2012). Launching the online learning

experience. Baltimore, MD: Author.

 

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass

 

Online Learning Communities

Vesley, Bloom, and Sherlock (2007) remark that attrition rates for distance learners is10-20 % higher than for learners in traditional classrooms. Strategies to address and reduce attrition rates have led to research on the impact of learning communities in the online setting. A literature review by Vesley, Bloom, and Sherlock revealed a clear relationship between retention, improved learning, and participation in learning communities. Pratt and Palloff (Laureate Education, Inc., 2012) further discuss the importance of developing online learning communities and offer ideas on how faculty can build strong online environments that support and encourage learning communities. 

Pratt and Palloff (Laureate Education, Inc., 2012) assert there are three main interconnecting elements that form effective online communities. The first two are people (learners) coming together for a common purpose, to learn. Course delivery or the process is the third element, which relates to engaging students through community building. Some essential elements of online community building are: 1) a strong instructor presence; the instructor needs to model appropriate online interaction by being present daily, and during the first two weeks, multiple times a day, 2) sending a welcome letter to students before the class begins, 3) having learners post introductions, sharing some personal interests, and 4) helping student get comfortable with the technology through course orientation (Laureate Education, Inc.; Vesley, Bloom, & Sherlock, 2007).

Pratt and Palloff (Laureate Education, Inc., 2012) further share that participation in learning communities increases student satisfaction with online learning and improves learning outcomes through co-creation of knowledge. Students feel a greater sense of community as they collaborate to problem-solve and develop new ideas (Vesley, Bloom, & Sherlock, 2007). In addition, instructors must become an equal member of the learning community, engaging students individually while facilitating student-student interaction. 

Sustaining a learning community requires effort from all stakeholders; faculty, administration, learners, and technical support. Ensuring the learning environment meets all accrediting standards requires support from all parties and is an on-going process. Furthermore, developing guidelines that outline the rules of engagement at the course and institutional level, demonstrate compliance with state and federal educational standards (Laureate Education, Inc., 2012). 

It is clear that developing and maintaining an active, engaged learning community takes effort, and a strong conviction for supporting student learning in the online environment. For faculty, key points include 1) modeling expected behaviors and interactions, 2) facilitating and encouraging student participation, 3) responding to students concerns in a timely manner, and 4) establishing and maintaining an atmosphere of open, safe communication (Vesley, Bloom, & Sherlock, 2007). This blog touches on a few essential elements in building and sustaining online learning communities. 

References:

Laureate Education, Inc. (Executive Producer). (2012). Online learning communities. Baltimore, MD: Author

Vesley, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3). Retrieved from http://jolt.merlot.org/vol3no3/vesely.htm

EDUC 6179 Online Instructional Strategies for Adult Learners

Welcome Classmates and Dr. Maxwell:

This blog will transition from using educational technologies to enhance learning to reviewing and discussing online instructional strategies that engage adult learners.  Weekly topics will focus on building online learning communities, developing effective online learning experiences, using multimedia resources, understanding and avoiding plagiarism, creating effective assessment tools, and providing appropriate feedback to adult learners. I look forward to our dialogue about these issues.
Linda

Week 8 - Educational Technologies

In this final blog, I have chosen three technologies shared by classmates that I feel are beneficial to adult teaching and learning. Examples of how nurse educators can apply these technologies are included. 

URL: http://lectora.com/corporate-training-software/

Lectora is an authoring software program that allows educators to create lessons or entire courses for elearning. Shared by N. Herbert (2013, March 14), Lectora publishing allows educators to create class modules that present course content in a visually interesting way. In addition, formative assessment points can be imbedded in presentations to evaluate student comprehension of material.

I chose Lectora because it offers educators an easy and creative way to convert existing material, or develop new presentations, for elearning platforms. Instructors who already have PowerPoint presentations can quickly upload the file and transform the presentation into a more engaging, interactive learning tool. If starting from scratch, Lectora has a variety of templates to help educators get started.

In nursing education, Lectora can be used to develop and publish interactive presentations students can download to their mobile devices. Lectora has the flexibility to be added to an existing course management system such as Blackboard, or downloaded to a smartphone or tablet for convenient use by students. The "Question Creator" can be used to imbed interactive quizzes using drag and drop or hot spot type questions, which are more engaging for student users. Quizzes can be used for practice, as well as for points, and educators can track student use.  Although there is a cost associated with the full use of Lectora, a free 30-day trail is available, and there are tutorials and significant support to get educators started. 

The second educational tool beneficial to adult teaching and learning is Sheppard Software a free, online game site that helps students learn through gaming. Shared by D. McMillon (2013, April 2), Sheppard Software offers a plethora of educational games.

URL: http://www.sheppardsoftware.com/

Although geared to children, there are adult learning games already developed on the site for easy reference. For example, when teaching nursing students about stroke or heart disease, I can access and incorporate games like, "Stroke 101" or "Arrhythmia 101." The arrhythmia game is linked to a medical training and simulation site that offers a comprehensive interactive method of learning abnormal heart rhythms.

I chose Sheppard Software since it offers learning games in a free, open access forum. Students can access the site and learn through gaming, and educators can incorporate games into class lessons, or provide struggling students with links to specific games that may improve their learning through repetition. 

Besides using Sheppard Software to provide students with a fun way to learn about strokes or heart rhythms, math games on the site could be used as a review for nursing students having difficulty with drug calculations. A fraction tutorial is an entertaining and less intimidating method for nursing students to review fractions.

A final technology useful to nurse educators and nursing students is LinkedIn, shared by C. Hesher (2013, March 22).

URL: http://www.linkedin.com/

I chose LinkedIn because it is a professional social networking site that helps users showcase their expertise and build professional networks with like-minded individuals, while allowing the possibility to expand to other groups.  Students beginning a career in nursing can start using the resources available on LindedIn to create a portfolio, stay in touch with classmates, or ask questions of subject experts.

LinkedIn could be incorporated into nursing education by first, having students register on the site, and upload their resumes, and second, to search for and join a group of experts in a nursing field of interest. For example, if the student were interested in critical care or emergency room nursing, the student would join a group with this specific interest. As students approach graduation, they can begin their job search via LindedIn. Additionally, since 64% of LindedIn members are outside the United States, joining provides an excellent venue for networking globally with international nurses.

LindedIn's professional networking format is a great starting point for nursing students and new nurses to begin building career opportunities.

References:

Herbert, N. (2013, March 14). Lectora - Not the lecture you expected. [Web log comment]. Retrieved from http://nh67.blogspot.com/2013/03/lectora-not-lecture-you-expected.html

Hersher, C. (2013, March 22). Week 3 - Social networking technologies. [Web log comment]. Retrieved from http://carolynhesher.wordpress.com/2013/03/22/week-3-social-networking-technologies/

McMillon, D. (2013, April 2). HIM (Health information management) educational technologies. [Web log comment]. Retrieved from http://himedutech.blogspot.com/