Plagiarism and Cheating in High Learning Institutions - Assignment Example

Name Professor Date Summary 1.1 In this study the authors conducted a research on ways in which students cheat in their course work. The study drew some examples and conclusions from computer science students in order to examine some of the ways learners cheat and their reasons. This study analysed collaboration, collusion and plagiarism as the three core ways in which leaners use as a means to cheat. From this study, collaboration and collusion are learning techniques that students took advantage of and participated in cheating during their course work. The explanation provided by Barett and Cox (2005) from this study is that leaners in the field of computer science are likely to cheat because the process of finding solutions to scientific and mathematical problems in computer science is quite tiresome as opposed to providing a personal thesis in history. The study reviewed previous data that included incidents of cheating at Stanford University. From the analysis of the data provided in this review, the authors were able to conclude that students in computer science feel some kind of pressure to prove themselves. Data from this study revealed that students cheated for two reasons 1) to meet the expectations of the society and 2) some feel entitled to cheat since they have paid tuition fees and deserve good grades. Additionally the evaluation of the information from this study confirmed that there are high rates of cheating especially in higher learning institutions such as the university and colleges. As a result out of the possible 40%-90% of cheating incidents only 1.3% are detected and dealt with (Barret and Cox, 2005). The study was successful in identifying some of the ways in which learners participate in plagiarism and cheating. Additionally, the information provided in this study achieved its purpose in providing the possible reasons as to why learners cheat by evaluating previous incidents of cheating at Stanford University. Summary 1.2 This study by Wilkinson (2009) evaluated ways in which learners may avoid cheating and plagiarism through some learning techniques. This study mainly focused on nursing students as the topic of discussion therefore authors explained their conclusions based on examples from nursing students. The arguments presented in this study concluded that in some leaners plagiarise on purpose whereas others are not aware if they are. The information on this study revealed it is the role of learning institutions and instructors to ensure that their students do not cheat. The study attributed incidents of cheating and plagiarism to lack of proper guidelines on plagiarism and the penalties associated with it, different educational systems that leaners encounter as they transition from one academic level to the next and poor note taking techniques (Wilkinson, 2009). Through the evaluation of examples drawn from nursing students, the study was able to conclude that most learners tend to plagiarise their work unknowingly since they fail to consult with their instructors about the shortcomings that one encounters during their course work (Wilkinson, 2009). Moreover, poor referencing skills was also identified as another way in which learners plagiarise without knowing. This act of plagiarism is assumed to be arise due to lack of knowledge when it comes the various styles of referencing for different materials from different source. As a result students get confused and eventually plagiarise without their knowledge (Wilkinson, 2009). This study had various limitations, one of the limitations identified was the fact that the author paid a lot of attention on providing mistakes that learners make and end up plagiarising. However it would have been beneficial for the reader if the research examined these mistakes and provided steps to counter them as well. Additionally the research only focused on the students and failed to clearly outline the role of schools and instructors in providing ways to mitigate plagiarism. Summary 1.3 In order to identify the main cause of intentional plagiarism among students the Catholic University of Murcia conducted a survey (Lopez, 2012). The objective of this study was to provide a critical understanding as to why leaners feel the need to plagiarise. Therefore the study mainly focused on students’ opinion on plagiarism and cheating. The study collected data from 64 students who were selected as part of the research in collecting the required data. In this survey at least 56.92% of the students, confessed to have taken part in plagiarism while 83.08% of them argued that they would not permit anyone to plagiarise their work. The study narrowed down its findings by concluding that undergraduate students in universities, derive pleasure in plagiarizing since they assume that professionals in different fields will use their work without permission to advance in their career field. Most of these students assume that no research work is conducted from scratch and professionals like scientists will use a student’s research work and pass it as their own (Lopez, 2012). Therefore instructors need to introduce active learning as part of the curriculum in order to motivate them. This survey revealed that cheating and plagiarism among undergraduate students at the universities is going rampant. The problem continues to grow due to availability of electronic sources in the internet. The study further provided ways in which plagiarism can be avoided through the mitigation of various steps in the learning arena. The study was able to establish that disciplinary action needs to be implemented in order to discourage the growing rate of plagiarism among students (Lopez, 2012). One of the main disadvantages identified in this study is that it was only limited to students in Murcia, thus providing generalised conclusions on the subject. It would have been important if the author took part in including learners from different learning institutions across the world. Personal Reflection and Conclusions Description I focused on the topic of plagiarism and cheating in high learning institutions. In my summary I was able to identify three articles that related to my subject. The first step in my work was to first identify the purpose of each article and the focus of the authors in their respective topics. This enabled me to understand the objective of each article and the findings. In understanding the objectives of each study, I managed to draw conclusions from some of the findings. This was of great help in summarising the articles in my own words. Nonetheless the research technique used by the different articles made it a bit easier for me to interpret some of the concepts as used by the authors. Reflection According to the information I have gathered from these articles, it is evident to me that high rates of cheating and plagiarism in learning institutions mainly occur in course works that have great works of scientific and mathematical concepts. However I feel like instructors and learning institutions have a role to play when it comes to plagiarism. Institutions and instructors need to take the responsibility and guide learners on the proper ways of learning and presenting their work to avoid plagiarism. In respect to some of the ways addressed in the three articles, I believe that if both learners and instructors closely worked together, plagiarism in high learning institutions will be reduced. From my point of view, it is important that learners are engaged in their course work through active learning and participation. This will enable them to remain interested and keep them from deviating. As addressed in the third article I feel it is critical that learners take plagiarism seriously and do not view it as a learning outcome. Serious measures of punishing the issue should be looked into as a way of deviating students from cheating. References Barrett, R., and Cox, A.L. (2005). At least they are learning something: the hazy line between collaboration and collusion. Assessment & Evaluation in Higher Education, 30(2), 107–122. López, J. (2012). Analyzing and reducing plagiarism at university. European Journal of Education and Psychology.7, 131-140. Wilkinson, J. (2009). Staff and student perceptions of plagiarism and cheating. International Journal of Teaching and Learning in Higher Education. 20, 2, 98-105. Read More