Week 6

Plagiarism Detection and Prevention

While student cheating and plagiarism has been a concern for many years, the advance of easily accessible electronic sources of information provides more access and opportunity for deliberate or accidental plagiarism and cheating. Many researchers suggest that plagiarism is often unintentional, and may be a result of poor paraphrasing or lack of understanding of what constitutes plagiarism (Jocoy & DiBiase, 2006). Other contributing factors in the increase of cheating and plagiarism includes large amounts of electronic content and myriad sources of content, and pressure to achieve (Brown, Jordan, Rubin, & Arome, 2010). Further, Chao, Wilhelm, and Neureuther (2009) suggest that the increase in plagiarism and cheating is also a result of a "disregard for following academic integrity policy and the lack of consistent enforcement of such policy" (p. 32). Whatever the driving causes, there are clearly concerns about cheating and plagiarism in the online learning communities.

Online instructors or support groups can provide instruction and feedback on appropriate paraphrasing and citation. Certainly some students may deliberately ignore requirements for citing sources of information, and in these cases strict and consistent consequences are required. In other cases, it is more important to teach appropriate citation and paraphrasing to inform students.

To facilitate prevention of plagiarism and cheating in an online environment, instructors require tools and strategies to identify and address plagiarism and cheating. One tool is plagiarism detection software, such as Turnitin (Jocoy & DiBiase, 2006). According to Jocoy and Diabiase, plagiarism detection software is significantly more effective than manual checking for plagiarism. In their study, they found a 13% rate of plagiarism in adults, which is similar for undergraduate students.

Identifying plagiarism is just part of the job. The other key part is how to address the problem. Chao, Wilhelm, and Neureuther (2009) suggest that not all plagiarism is deliberate dishonesty, but may be a result of a lack of understanding of requirements for citation and an inability to effectively paraphrase. The challenge is determining whether the student was cheating deliberately or unintentionally. Factors to help instructors determine whether the plagiarism was deliberate or a lack of knowledge includes the frequency of plagiarism, whether the issue was poor paraphrasing or an incorrect citation, or whether the student was attempting to pass off the work of others as his or her own.

Other tools that can be used to prevent academic dishonesty include the use of authentic learning contents and assessments. Palloff and Pratt (n.d.) suggest that multiple choice assessments are not good choices for determining the students' grasp of content. It is simply too easy for students to cheat, and are also not good choices to evaluate higher level thinking skills such as applying, analyzing, and evaluating. If the student is instead required to apply what they have learned in a project-based project or an authentic application, there is less opportunity for cheating. As Palloff and Pratt points out, evaluating student learning using authentic application provides an environment that better represents the skills and capabilities that the student would need and apply in a work environment. Brown, Jordan, Rubin, and Arome (2010) echoes the concept of authentic assessment that includes both reflection as well as student learning. Other suggestions to prevent cheating is to provide students with unique assignments, demonstrate knowledge through wikis or blogs, and provide cognitive scaffolding.

Just as cheating can occur in a face-to-face environment, so too can cheating occur in an online environment. The difference is the tools and strategies that are use to identify and address the issues.

References

Brown, V., Jordan, R., Rubin, N., & Arome, G. (2010). Strengths and weaknesses of plagiarism detection software. Journal of Literacy and Technology, 11(1/2), 110–131.

Chao, C., Wilhelm, W., & Neureuther, B. (2009). A study of electronic detection and pedagogical approaches for reducing plagiarism. Delta Pi Epsilon Journal, 51(1), 31–42.

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.

Palloff, R., & Pratt, K. (n.d.). Plagiarism and Cheating [Video]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493411&Survey=1&47=5871191&ClientNodeID=984650&coursenav=1&bhcp=1

Week 5

The impact of technology and multimedia in an online learning environment

Technology and multimedia provide the connection between instructor and student, student and student, and content and student. In the absence of a face-to-face environment, the technology tools become the conduit between the instructor, the students, and the course content. Boettcher and Conrad (2010) identify four key phases of a course: the course beginnings which focuses on creating relationships, and early middle phase in which learners create learning communities, the late middle phase in which learners are interacting with and creating content, and the closing phase in which the learners reflect and internalize their learning. In each phase, technology plays a unique role in supporting the learning process. The primary goals for each phase and the specific situations and requirements should drive the appropriate technology choices. The technology choices made can determine the effectiveness of the instruction and learning.

Boettcher and Conrad (2010) recommends that an online instructor selects a few technology tools that are appropriate for the "learning goals and discipline" (p. 58). Too often management or instructors become enamored of the latest cool tool, without consideration of the pedagogical appropriateness. The most important considerations in tool selection should be the appropriateness of the tool in meeting the instructional goal, the suitability for the specific learning environment, and the usability of the tool for both the instructor and the student. As examples, synchronous communication tools such as instant messaging, Adobe connect, Elluminate may work well if the instructor and students are in close proximity and have needs for interactive and verbal communication. These tools would not be a good choice for geographically dispersed participants. Media rich learning environments would be a poor choice if the targeted students do not have the infrastructure or computing hardware to effectively support streaming video. Palloff and Pratt (n.d.) echoed the need to consider accessibility and potential usage issues, such as limited bandwidth, usability by both student and instructor, tool availability, and effectiveness of the tools for the learning goals.

Technology tools that I find very appealing include audio and video lectures and resources that provide a media rich and engaging learning environments, course management systems that offer anywhere, anytime virtual classrooms, social networking sites that support communication and collaboration, and blogs and discussion forums to support communication, shared learning, and reflection. As a K-12 educator, my focus is developing virtual online learning as well as blended opportunities. These tools offer extended access both in variety of courses and varied learning schedules, as well as engagement and personalized instruction. The concern with these choice of tools relates to available access for some students, which is a challenge that must be met.

I believe the use of technology is critical not only in online learning, but also in blended learning models, and even face-to-face classroom instruction. In my opinion, technology has the potential to personalize learning, increase engagement, and support effective teaching and learning. I think my thoughts regarding the significance of technology in an online world as it applies to the public K-12 students that I serve are captured in Flickinger's (n.d.) student bill of rights. I particular like the statement "I have the right to be taught by teachers who know how to manage the use technology in their classrooms. These teachers know when to use technology and when to put it away". What I have learned from this week's resources is that the technology employed should meet the need. It is not about technology, but rather about the learning.

References

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

Flickinger, B. (n.d.). Educational Technology Bill of Rights for Students. Retrieved from
http://www.guide2digitallearning.com/blog_brad_flickinger/educational_technology_bill_rights_students.

Palloff, R., & Pratt, K. (n.d.). Enhancing the Online Experience [Video]. Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493411&Survey=1&47=5871191&ClientNodeID=984650&coursenav=1&bhcp=1

Week 3

Setting up an online learning environment

In their video, Palloff and Pratt (n.d.) emphasize the importance of the first two weeks of the course, pointing out that most attrition occurs in the first week of an online course. They discuss the importance of creating a sense of belonging for each student, and the importance of building that learning community that was discussed in the previous posting. In order to get the course started on a positive note, the instructor should consider presence, community, patience, and clear expectations (Boerrcher & Conrad, 2010).

Course presence encompasses social presence, cognitive presence, and teaching presence. Boerrcher and Conrad identify presence as the key to the successful launch of a course. Creating a social presence is a critical first step in creating the learning community. Activities such as icebreakers, posting bios, and introductions help participants recognize other students and the instructor as real people, as opposed to simply a name on a computer screen. The process of introducing participants to one another and making connections among these participants is perhaps the most important step in creating an environment for effective online learning (Palloff & Pratt, n.d.; Boerrcher & Conrad, 2010). Cognitive presence in relates to understanding of learning goals, while the teaching presence addresses course materials and expectations.

A number of factors contribute to the creation of successful course presence. Availability of appropriate technology tools is one. The technology needs to be appropriate for the needs, and the instructor must be able to effectively use the technology. Key needs typically include the ability to manage communication, deliver content, submit completed assignments, and complete assessments. The instructor must be comfortable with the use of the technology tools prior to the course kick-off so he or she is not stumbling, and he or she should confirm that the tools and applications are appropriate for the needs and pedagogy of the specific course. For instance, in a synchronous environment, the instructor may want to use tools such as instant messaging, online chat rooms, and live virtual meetings. Discussion boards or blogs may be better for asynchronous environments.

Another key to a successful course is setting clear expectations for students. Because online students are typically separated by distance and time, it is critical for the instructor to provide clear and complete information for students. Tools to support this need include a detailed syllabus, learning objectives, documented expectations, course materials or related resources, rubrics and grading processes, support contacts for when issues arise, and other processes, schedules, or structures (Boerrcher & Conrad, 2010).

Other considerations include ensuring that students are registered for the courses are able to access the information, and know how to use the technology tools in order to access content and reference material, submit work, complete an assessment, contact the instructor, or find additional help.

This week, I discovered the tremendous number of structures, processes, and contact strategies that are required to successfully initiate an online learning experience. Some of the top take-aways from this week's resources is the importance of welcoming students and providing a supportive environment. The human connection is critical in preventing the feeling of isolation and the feeling that there is an unmanned computer providing feedback and support. Clearly, human connections and proactive support structures are keys to support student in those first two weeks where the commit to the course or become an attrition statistic.

References

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

Palloff, R., & Pratt, K. (n.d.).  Launching the online learning experience [Video].  Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493411&Survey=1&47=5871191&ClientNodeID=984650&coursenav=1&bhcp=1

Pasricha, N. (2009). 1000 awesome things: A time-ticking countdown of 1000 awesome things. Retrieved from http://1000awesomethings.com/2009/09/16/677-when-youre-awkwardly-standing-by-yourself-with-a-full-cafeteria-tray-of-food-and-then-suddenly-spot-your-friend-waving-at-you/which-way-do-you-go/

Week 1

Creating an Online Learning Community

In their video about online learning communities, Palloff and Pratt (n.d.) discuss how an online learning community contributes to the effectiveness of online instruction. They point out that interaction among students, in addition to interaction with their instructors, positively affects commitment to learning as well as the quality of the learning. An online learning community is grounded in the contructivist model, in which a learner builds knowledge by building on what they already know by adding information from their environment and individuals around them (Boerrcher & Conrad, 2010).

Advantages of an online learning community include lower attrition rates. By creating relationships within the learning community, individuals create a connection to others in the learning community. That connection often prevents potential drop-outs because they don't want to let down their friends and colleagues. The community members support each other and challenge each other, helping each other to add do their own existing knowledge. The community provides safety, positive connections, and a comfortable environment in which to learn (Palloff and Pratt, n.d.). The instructor is part of that safe structure, and indeed is often responsible for the creation of that environment.

The essential elements of an online learning community include people with a common purpose and a process that brings them together. Other important related elements include the method of how communication and connection will be achieved, as well as what Palloff and Pratt (n.d.) refer to as presence. This presence may be described as your online personna - the person that others see you as an online individual. Within these essential elements is the structure and rules of engagement that enables the community members to create a learning environment.

In order to create and sustain an effective learning community, it is important to engage an individual within the first two weeks. Making the individual feel comfortable and wanted is critical. Importantly, Palloff and Pratt (n.d.) point out that helping individuals become part of the learning community is not only the facilitator's responsibility, but the responsibility of the entire community members. Similar to any group, a learning community has its own philosophy, culture, and rules. So sustaining the community learning requires the acquisition of individuals and indoctrination to the community goals and expectations. An online introduction can be a powerful tool to help individuals successfully become part of the learning community.

There is a close relationship between community building and effective online instruction. Palloff and Pratt (n.d.) mentioned the importance to the community building to the success of online instruction. If an online student feels isolated, he or she is far more likely to drop out of the training or program. The creation of a strong, supportive learning commuting not only prevents attrition, it provides opportunities to learn from one another and creates a richer learning experience.

References

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

Palloff, R., & Pratt, K. (n.d.).  Online Learning Communities [Video].  Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493411&Survey=1&47=5871191&ClientNodeID=984650&coursenav=1&bhcp=1

Welcome classmates and collegues.  I am looking forward to  this course.  I am a district Coordinator of Instructional Technology in a public K-12 school district.  I am fortunate to work in a district that values the use of technology to improve student learning.  What I learn in this course will be applicable to what I do at work, and I am really excited to be in this course!   I look forward to learning with you!