关键词

剽窃,在线教育,网络剽窃,活动设计,学生认知,主动性,反剽窃,学术道德

摘要

这个研究工作中我们着眼于对高教剽窃的本质取得更多的了解。我们分析了网上大学课程中一系列不同的活动,着力理解哪些功课更容易导致剽窃。分析表明,剽窃发生频率低的活动是那些鼓励学生参与、有原创性和创造性的活动。因此,我们对高频率剽窃发生的功课进行了重构,并把先前分析的结论作为考虑的因素,并试图维持学生们的相对努力程度和对教育的影响。然后,我们把新设计的活动与他们原来进行的活动相对比,来量度剽窃是否有显著的减少。结果很清晰,显示出剽窃百分比显著降低。此外我们还做了额外的验证,以确保两个组别是实际可比的。我们发现,两个组别在其他我们未曾重构的练习中都显示出相似的对剽窃的态度。这一研究表明,通过以促进学生把因特网信息做为手段而非目的来提出他们自己的想法这样的设计活动,是可能减少剽窃事件的发生的。

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参考资料

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技术信息

收到: 02-01-2016

修订: 02-02-2016

公认: 22-02-2016

OnlineFirst: 15-05-2016

发布日期: 01-07-2016

文章修改时间: 31 天 | 期刊编号的平均时间修订 48: 29 天

文章接受时间: 51 天 | 期刊编号的平均接受时间 48: 73 天

预印本编辑时间: 135 天 | 期刊编号的平均编辑时间预印 48: 157 天

文章编辑时间: 180 天 | 期刊编号的平均编辑时间 48: 202 天

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Gómez-Espinosa, M., Francisco, V., & Moreno-Ger, P. (2016). The impact of activity design in Internet plagiarism in Higher Education. [El impacto del diseño de actividades en el plagio de Internet en educación superior]. Comunicar, 48, 39-48. https://doi.org/10.3916/C48-2016-04

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