Plagiarism in Face of Turnitin Service: the Kenyatta University Experience

The aim of this project was to pilot plagiarism detection software and online marking, evaluating its use with staff on a first year undergraduate module within the psychology department at a UK university. One hundred and sixty undergraduate psychology students submitted three assignments via Turnitin, and staff used the software to check for instances of academic misconduct and marked submissions using the GradeMark feature in the software, providing online feedback to students. Eleven members of teaching staff took part in focus groups to gain insight into their experiences of using Turnitin in this manner, and this paper reports the findings. Results indicated that staff identified several strengths but also several weaknesses to the implementation of Turnitin and GradeMark. The OriginalityCheck feature received very positive evaluations due to its capacity to provide a clear and timely indicator of plagiarism levels in assignments and a useful formative learning tool for studen.

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PLAGIARISM DETECTION SERVICES FOR FORMATIVE FEEDBACK AND ASSESSMENT: EXAMPLE OF TURNITIN

The Internet has drastically changed the way we do and handle everything. Student homework is no exception, especially in higher education. As a result of easy access to information, copy-paste and plagiarism have become widespread behaviors among students even when they submit graded homework in the university level. As a response to this ethical evil, plagiarism tracking services like Turnitin have been released and welcomed by university professors. However, it cannot be said that the potential of such services has been fully realized by university teachers. The aim of the present study is to introduce Turnitin as a tool not just to detect and deter plagiarism but also to provide formative feedback and assessment which is of utmost importance in learning. It is believed that when Turnitin is used as a means of formative assessment, it will not only deter plagiarism but will also enhance student learning which will lead to more quality student work.

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Journal of Learning Development in Higher Education

Turnitin plagiarism detection software became available to all staff at the University of Kent the beginning of the 2006/7 academic year. In response to this, UELT prepared guidelines for staff on how to use Turnitin formatively rather than as a plagiarism policing agent. In addition, extensive web resources on avoiding plagiarism were made available to staff and students. It was anticipated that the guidelines and web resources coupled with tutor support in class would facilitate student understandings of plagiarism, referencing and the development of writing skills. Turnitin was specifically trialled in two classes of students, with interviews of staff and students on their experience of Turnitin and how it influenced their academic writing. Staff concluded that Turnitin and specific in-class support significantly deterred plagiarism while students supported the use of Turnitin and felt that it helped them understand the actual process of integrating references into their own work.

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As one of the negative impacts of technology development, the easy access to any information on the internet creates a new problem on academic integrity, in which the students take other’s works and claim as theirs. This phenomenon is termed as plagiarism which is against the academic ethics and honesty. Many universities have fought back the plagiarism cases and used plagiarism detection software as their tools in detecting plagiarism. Turnitin, as one of plagiarism detection software widely used in many universities, has been claimed as effective software in detecting plagiarism. However, prior studies have also revealed its inaccuracy in dealing with plagiarism cases. Reflecting from the both views of Turnitin, students’ view on its utilization may bring an essential consideration on the existence of Turnitin in detecting plagiarism. Therefore, this study aimed to investigate the utilization of Turnitin based on students’ perspective and explored their responses and perceptions t.

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Academics strive to produce quality academic writing. There is need to ensure that issues of plagiarism are addressed to promote quality academic writing. Plagiarism means using some one's ideas without even acknowledging the source (en.writecheck.com/resources). In academic writing plagiarism is a serious offence. It results in one loosing academic or professional standing or failing assignments or courses (http:// www.examiner.com/ adult –education-in-pittsburg/plagiarism-higher education. It is therefore imperative that academics make use of anti-plagiarism software such as turnitin as it would assist them to avoid plagiarism. The study sought to findout the role of turnitin in academic writing. A qualitative approach was adopted and a case study design was employed. The case study allowed the researcher to focus on a particular instance to get an in-depth understanding of the situation (Creswell, 2009).A purposive sampling of 5 lecturers and 5 students was drawn. The lecturers revealed that they have been trained to use the anti-plagiarism but were yearning for a clear policy since it would determine universal acceptable percentage. The students on the other hand revealed that they have not been trained to use it and would appreciate such training to promote production of quality assignments. It is recommended that there be a turnitin policy used in faculties to promote quality academic writing. Students on the other hand should be trained to use turn it in software in order to produce quality assignments. Thus generally both students and lecturers should be encouraged to use the anti-plagiarism software in all their academic writing

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International Journal of Applied Linguistics & English Literature

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Contemporary Educational Technology

This cross-sectional survey study investigates students' perceptions of the effectiveness of Turnitin in detecting plagiarism in academic presentation slides. The data was collected online from 311 students studying at a prominent English-medium instruction university in Turkey. The findings indicated that more than half of them believed in the effectiveness of Turnitin in detecting plagiarism in presentations. Students perceived themselves as academically honest when preparing their presentations. Also, they were aware of the importance of using Turnitin in a required presentation skills course to detect plagiarism. This research can add to the literature since, unlike research on the use of detecting plagiarism in writing, the literature on the use of Turnitin in presentations is not rich and diverse.

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This article explores the use of one of the most popular Plagiarism Detection Software (PDS), Turnitin, to address the problem of plagiarism in the academe, specifically in the context of a private university in the Philippines. To investigate the possible benefits and limitations of the PDS as well as the students’ attitudes towards the software, this paper used the argumentative essays (checked via Turnitin) of 31 students in two introductory ESL writing classes along with their responses to two sets of self-reflection surveys. The results of the study reaffirmed certain laudable benefits claimed by Turnitin, while these also revealed a few limitations in the software’s promise of detecting plagiarism, especially in the common instances of misuse of the PDS and blurred lines between the concepts of originality and plagiarism. The use of Turnitin was found to engender conflicting attitudes among the students towards avoiding this academic offense. Hence, this paper strongly recomme.

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