Zhang, Yin and Chu, Samuel Kai Wah and Qiu, Xuyan and Zainuddin, Zamzami and Li, Xiuhan (2024) Facilitating undergraduates’ plagiarism-free academic writing practices in a blended learning scenario. Innovations in Education and Teaching International, 61 (1). 154 – 167. ISSN 1470-3297, DOI https://doi.org/10.1080/14703297.2022.2102529.
Full text not available from this repository.Abstract
In order to address the rising concerns about undergraduates’ plagiarism in academic writing practices, a blended learning scenario (a combination of face-to-face learning with online learning) was designed and the effectiveness of it was tested. Results indicated that the students became more capable of distinguishing plagiarism cases in different scenarios, and their writing performance significantly improved by engaging in the blended learning scenario, i.e. the extent of plagiarism substantially decreased and writing quality greatly increased. Furthermore, the students mostly provided positive feedback towards the learning intervention. This study contributes to existing literature on instructional solutions to plagiarism issues by focusing on how students’ understandings of plagiarism and source use can be achieved during their writing in a blended learning scenario. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
| Item Type: | Article |
|---|---|
| Funders: | Science Education Committee of China Association of Higher Education [Grant no. 20ZSLKJYZD03], Shandong Social Science Planning Research 2020 [Grant no. 20CJYJ15], Shandong Social Science Planning Research 2020 Project |
| Uncontrolled Keywords: | Academic writing; Academic writing & plagiarism analysis system; Blended learning scenario; Plagiarism |
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Faculty of Education |
| Depositing User: | Ms. Juhaida Abd Rahim |
| Date Deposited: | 21 Mar 2024 07:56 |
| Last Modified: | 21 Mar 2024 07:56 |
| URI: | http://eprints.um.edu.my/id/eprint/45036 |
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