Can Instructional Videos Influence Perception of Plagiarism Among First Year Composition (FYC) Students?
| Autor: | Ryder, Robert Monier |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Community College Education
Communication Composition Education English As A Second Language Ethics Language Rhetoric Teaching plagiarism originality infraction rhetoric and composition scale hierarchy first year composition freshman composition Ryder Scale of Originality Infraction pedagogy survey originality infraction severity plagiarism scale original authorship |
| Druh dokumentu: | Text |
| Popis: | The purpose of this study is to examine whether video intervention influences student perception about plagiarism and to test whether students rank different forms of plagiarism and originality infraction by degree of severity. Plagiarism is often unintentional. Honor codes do not do much, but intervention might. Similarly, studies have suggested that the term plagiarism is outdated, and that the term incorrectly encompasses a wide range of writing practices, some major and others far less severe. The study’s scope was limited to first year composition (FYC) students at The University of Findlay (UF), a small Midwestern comprehensive university in Findlay, Ohio. The study utilized survey research of a control group and two experimental groups. Classes were administered a pre- and post-survey in the Fall 2015 and Spring 2016 semesters, and different video interventions were shown each semester. In addition to survey data, two study participants were also interviewed about their perception of different forms of plagiarism. While results did not lead to conclusive determination of whether videos result in a perceptual change about plagiarism, they did show that students do rank different forms of plagiarism and originality infraction by degree of severity. Study results led to two conclusions. First, videos that provide students with instructional variety and engaging content can be an excellent supplement to in-class writing exercises and face-to-face instruction. Second, students do not consider all types of plagiarism and originality infraction to be equally problematic. This necessitates use of a more extensive meta-language about plagiarism and originality infractions rather than categorizing all infractions as plagiarism. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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