Enhancing Creativity of Active Learning by Using Safe-Assign - Research Proposal Example

Letter Dear, This report is about student’s opinions about enhancing creativity of active learning by using safe-assign. The researcher collected data from 20 students of different academic levels in QUT International College. Main issues addressed in this report include the benefits and drawbacks of safe-assign, adequacy of plagiarism warnings in QUT College, usefulness of safe-assign to students, ways of sensitizing students to avoid plagiarism, and students’ opinions about increasing the usage of safe-assign in all subjects. The researcher analyzed collected data and concluded that safe-assign promotes creativity of active learning. This report provides recommendations that the institution should adopt to ensure that students benefit from the plagiarism detection tool. I will be glad if the institution considers these recommendations. Yours sincerely, Enhancing Creativity of Active Learning by Using Safe-Assign Submitted to: Submitted by: Date Abstract This research seeks to determine whether safe-assign can enhance creativity of active learning. Plagiarism is a significant issue in the field of academics. The use of plagiarism detection tools such as safe-assign creates concerns such as its benefits, drawbacks, usefulness and contributions to students’ skills. The researcher used questionnaires to collect data from 20 students in QUT International College. The questionnaires consisted of 10 questions with open-ended, closed-ended and multiple-choice questions. Collected data indicates that warnings against plagiarism are minimal in QUT College. Data analysis shows that safe-assign is a useful tool in promoting creativity of active learning among students. Most respondents found it necessary to increase the use of safe-assign before submitting assignments because it is a useful tool. Table of contents Abstract 3 Table of contents 4 List of Tables 6 List of Figures 7 1.Introduction 8 1.1.Background 8 1.2.Objectives 8 1.3.Method 8 2.Findings and conclusions 9 2.1.The benefits of using safe-assign 9 2.1.1.Findings 9 2.1.2.Conclusion 9 2.2.Increasing the attempts of using safe-assign three times for all subjects 10 2.2.1.Findings 10 2.2.2.Conclusion 11 2.3.Drawbacks of using safe-assign 11 2.3.1.Findings 11 2.3.2.Conclusion 12 2.4.Adequacy of plagiarism warnings in QUT 12 2.4.1.Findings 13 2.4.2.Conclusion 13 2.5.Usefulness of safe-assign to students 13 2.5.1.Findings 14 2.5.2.Conclusion 14 2.6.Warning new students to avoid plagiarism by using safe –assign 14 2.6.1.Findings 15 2.6.2.Conclusion 15 3.Recommendations 15 4.Benefits 16 5.Evaluations 16 References 17 List of Tables Table 1: Benefits of using safe-assign…………………………………………………………….9 Table 2: Increasing the attempts of using safe-assign…………………………………………...10 Table 3: Drawbacks of using safe-assign………………………………………………………...11 Table 4: Adequacy of plagiarism warnings in QUT……………………………………………..12 List of Figures Figure 1: Increasing the attempts of using safe-assign…………………………………………10 Figure 2: Drawbacks of using safe-assign……………………………………………………….11 Figure 3: Adequacy of plagiarism warnings in QUT……………………………………………12 Figure 4: Usefulness of safe-assign to students………………………………………………….13 Figure 5: Warning new students to avoid plagiarism……………………………………………14 1. Introduction 1.1. Background Plagiarism is an increasing concern in academics. A 2006 review of data from Australian universities indicated that over 70% of students were for plagiarism (Lindsay, 2010). Students use plagiarism detection software such as Safe-assign to correct their assignments. Safe-assign helps students prevent plagiarism and attribute sources properly instead of paraphrasing (SafeAssign, n.d). A major concern is whether safe-assign enhances creativity of active learning. 1.2. Objectives The objective of this study is to determine whether using safe-assign can enhance creativity of active learning using safe-assign. 1.3. Method The researcher collected data from 20 students by using a questionnaire. The questionnaire had 10 questions including closed-ended, open-ended and multiple-choice questions. The researcher based the analysis on the data collected from these questions. 2. Findings and conclusions 2.1. The benefits of using safe-assign 1st benefit 2nd benefit 3rd benefit 4th benefit Most Important 9 7 3 1 Second in importance 0 7 9 4 Third in importance 10 4 4 2 Most importance 1 2 4 13 Table 1: Benefits of using safe-assign 2.1.1. Findings Nine of twenty respondents believed that the most important benefit of safe-assign is to improve paraphrasing skills while 35% believe that the most important benefit is to gain self-discipline. Thirteen respondents (65%) believe that enhancing information searching skills is of the least importance. 2.1.2. Conclusion Students have difficulties in understanding the concepts of paraphrasing (Jackson, 2006). Findings of this study show that the most important benefits of using safe-assign include improving paraphrasing skills and enabling students to gains self-discipline. 2.2. Increasing the attempts of using safe-assign three times for all subjects Agree Strongly Agree Strongly Disagree Neutral 6 9 3 2 Table 2: Increasing the attempts of using safe-assign Figure 1: Increasing the attempts of using safe-assign 2.2.1. Findings Most respondents’ agreed on increasing the usage of safe-assign to three times per subject. Forty five percent of respondents strongly agreed while 30% percent agreed that QUT should increase attempts of using to three times per subject. The pie chart indicates that 10% respondents were neutral while only 15% disagreed strongly. 2.2.2. Conclusion Most students support the idea of increasing the usage of safe-assign. This implies that most students believe that safe-assign can help them enhance creativity of active learning. Plagiarism detection tool can help student develop writing skills, self-correction skills, and in building academic integrity (Stappenbelt & Rowles, 2009). 2.3. Drawbacks of using safe-assign Choice 1 Choice 2 Choice 3 Choice 4 5 10 15 3 Table 3: Drawbacks of using safe-assign Figure 2: Drawbacks of using safe-assign 2.3.1. Findings The largest percentage (46%) of respondents believed that the main drawback of using safe-assign is the detection of referenced quotation as plagiarism. Thirty percent (30%) claimed that common ideas and words occur even when there is no plagiarism. Fifteen percent (15%) held that safe-assign stresses students while 9% blamed the lake of language that causes plagiarism to occur. 2.3.2. Conclusion These findings suggest students disapprove safe-assign mainly because it detects plagiarism even when the student references the text; hence, it discourages them. Furthermore, plagiarism can occur without the intentions of students (Gu & Brooks, 2008). This discourages them and is possibly the cause of stress. 2.4. Adequacy of plagiarism warnings in QUT Adequate Good enough Not sure inadequate Not adequate at all 0 4 4 11 1 Table 4: Adequacy of plagiarism warnings in QUT Figure 3: Adequacy of plagiarism warnings in QUT 2.4.1. Findings A large percentage (55%) of respondents thought that warnings from plagiarism in QUT are inadequate while 20% thought the warnings from plagiarism are not adequate at all. While 20% were not sure, another 20% thought that warnings from plagiarism were good enough in QUT. 2.4.2. Conclusion QUT has failed in cautioning students about the vice of plagiarizing their academic work. QUT needs to warn students against plagiarism. Bruff, Sulikowski & Risen (2008) assert that sensitizing students about the legal, moral and ethical issues surrounding plagiarism is a useful strategy to prevent plagiarism. 2.5. Usefulness of safe-assign to students Figure 4: Usefulness of safe-assign to students 2.5.1. Findings Nineteen (95%) respodents claimed that safe-assign is useful for students to become active and independent learners. One respodent (5%) had the opinion that safe-assign is extremely useful for learners to be active and independent. 2.5.2. Conclusion These positive results imply that safe-assign can help students to become active and independent learners. A study conducted by Stappenbelt and Rowles (2009) showed that student’s perspectives on the use of plagiarism software were positive. 2.6. Warning new students to avoid plagiarism by using safe –assign Question nine required respondents to provide their opinions about what strategy QUT should use to warn new students to avoid plagiarism. Figure 5: Warning new students to avoid plagiarism 2.6.1. Findings Fourteen respondents suggested that QUT should warn students to avoid plagiarism before submitting their assignments. Eight respondents suggested that QUT should warn new students against plagiarism during their first tutorial. Four respondents proposed that QUT should warn new students against plagiarism by including its terms and conditions). 2.6.2. Conclusion These findings suggest that the institution should warn students to avoid plagiarism before submitting their assignments. In addition, warning new students during the first tutorial can also be a viable technique of ensuring that newcomers do not plagiarize their work because of lack of knowledge. For maximum impact, plagiarism infusion among students should be done every day (Jackson, 2006). 3. Recommendations In order to enhance creativity of active learning, QUT International College should increase the number of attempts to use safe-assign at least three times per subject. Since safe-assign may detect referenced information as plagiarism and discourage students, instructors should encourage students to reference sources appropriately in order to justify any cases of plagiarism. The institution should develop a strategy of warning new students about plagiarism and sensitive them to avoid plagiarizing assignments before submission. The institution’s policy should address plagiarism and the consequences of plagiarizing work. 4. Benefits This research is beneficial to the whole body of academics because plagiarism can occur in any subject. It can help students and educators understand the importance of using plagiarism detection tools in enhancing creativity among learners. It provides the education fraternity with recommendations for ensuring that learners become active leaners. 5. Evaluations If QUT college implements the strategies recommeded in this paper, then the number of plagiarism cases should reduce. Moreover, students should improve in their creativity skills and engage further in active learning unlike the past. References Bruff, D., Sulikowski, M., & Risen, M. (2008). Vanderbilt Center for Teaching: Episode 3-An Interview with Michelle Sulikowski. Retrieved September 9, 2013 from http://wikieducator.org/images/7/72/Piloting_SafeAssign_Originality_Detection_Software_at_University_of_Botswana.pdf Gu, Q., & Brooks, J. (2008). Beyond the accusation of plagiarism. System,36(3), 337-352. Retrieved September 10, 2013 from http://sro.sussex.ac.uk/2106/1/Beyond_the_accusation_of_plagiarism.pdf Jackson, P. A. (2006). Plagiarism instruction online: Assessing undergraduate students’ ability to avoid plagiarism. College & Research Libraries, 67(5), 418-428. Retrieved September 10, 2013 from http://crl.acrl.org/content/67/5/418.full.pdf Lindsay, B. (2010). Rates of student disciplinary action in Australian universities. Australian Universities’ Review, 52(2), 27-32. Retrieved September 10, 2013 from http://files.eric.ed.gov/fulltext/EJ907021.pdf SafeAssign (n.d) Safe Assign by Blackboard. Retrieved September 10, 2012 from http://www.safeassign.com/ Stappenbelt, B., & Rowles, C. (2009). The effectiveness of plagiarism detection software as a learning tool in academic writing education. In 4th Asia Pacific Conference on Educational Integrity (4APCEI) Retrieved September 10, 2013 from http://www.bmartin.cc/pubs/09-4apcei/4apcei-Stappenbelt.pdf Read More