Palavras chave

Plágio, educação online, plágio cibernético, plano de atividades, percepção estudantil, motivação, anti-plágio, ética acadêmica

Resumo

O objetivo deste trabalho é compreender melhor a natureza do plágio no Ensino Superior. Analisamos uma série de atividades em um curso online de nível universitário, com o objetivo de encontrar quais são as tarefas que levam mais naturalmente ao plágio. Esta análise conclui que as atividades que têm uma menor taxa de plágio são as atividades que incentivam a participação, a originalidade e a criatividade. Posteriormente, reformulamos a tarefa que apresenta a maior taxa de plágio, levando em consideração as conclusões da análise anterior e tentando manter seu esforço relativo e o impacto educativo. Em seguida, comparamos as atividades do novo plano com a dos originais para medir se a reestruturação implica uma redução significativa do plágio. Os resultados são claros e mostram uma queda significativa nas porcentagens de plágio. Além disso, foi realizada uma validação adicional em que se analisou a atividade com a segunda taxa de plágio mais alta, considerando que os grupos eram comparáveis e mostravam atitudes semelhantes em outros exercícios que não tinham sido reestruturados. Este estudo mostra que é possível reduzir a incidência de plágio mediante o plano de atividades de tal maneira que os estudantes se sintam motivados para propor suas próprias ideias usando a informação disponível na internet como veículo para suas soluções, em vez de como soluções em si.

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Technical information

Recebido: 02-01-2016

Revisado: 02-02-2016

Aceite: 22-02-2016

OnlineFirst: 15-05-2016

Data de publicação: 01-07-2016

Tempo de revisão do artigo: 31 dias | Tempo médio de revisão do número 48: 29 dias

Tempo de aceitação do artigo: 51 dias | Tempo médio de aceitação do número 48: 73 dias

Tempo de edição da pré-impressão: 135 dias | Tempo médio de edição pré-impressão do número 48: 157 dias

Tempo de processamento do artigo: 180 dias | Tempo médio de processamento do número 48: 202 dias

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Métricas completas do Comunicar 48

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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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