USA Abstract Detecting and combating plagiarism from Web-based sources is a concern for administrators and instructors involved in online distance education. We found that while manual methods detected plagiarism in only about 3 percent of assignments, Turnitin. Our attempts to increase awareness and manage expectations decreased infractions measurably, but not significantly. We conclude that raising awareness and managing expectations about plagiarism may be worthwhile, but is no substitute for systematic detection and vigilant enforcement, even among adult learners.
Abstract Universities have long experimented with different learning environments to accommodate the needs of their students.
Along with the traditional classroom, we have seen the use of correspondence courses, courses on tape, televised courses, and most recently internet-based distance education.
Utilizing a question survey with respondents, who were primarily adult, part-time students enrolled in criminal justice courses, this research examined why students chose distance education, and student perceptions of the quality and difficulty of those courses as compared to courses taught in the traditional classroom.
The data indicate that students strongly prefer distance education, largely because it allows them to balance their other commitments more easily. Respondents also perceive that they achieve higher quality educational outcomes in the distance learning environment. They do not believe that they sacrifice a quality education for the convenience of utilizing distance learning.
Introduction Distance learning programs are generally designed to serve an off-campus population. These programs provide access to higher education for students who cannot attend traditional courses due to employment, marital status, family responsibilities, distance, and expenses incurred with traditional education.
It also provides a cost-effective means to serve large numbers of students in any area. Distance learning is not new in many universities. Correspondence courses comprised the first generation of distance learning, using traditional printed material and communication via post and telephone Southworth, Flanigan, Knezek, Second generation distance learning included audio recordings and radio and television broadcasts Southworth, et al.
Televised and taped classes for students whose classes were in large lecture halls were offered by many major universities twenty years ago. These lectures were taped and placed in libraries for students to review and thus some students chose not to attend class because of this convenience.
Some colleges used television courses where a local station would broadcast the course in the evening and students could tune into it at that time.
In this organization began broadcasting lessons to students in the relatively isolated areas of Central Australia three times per week. The service continues to operate today and has now integrated Web-based technology into its curriculum to increase interaction among students and teachers.
Telecourses are generally defined as courses where the professor lectures in one classroom, and that lecture is then transmitted to a studio or classroom where another group of students is watching.
Telecourses are often used when a university markets a program to the military. The course may be at one campus and transmitted via satellite to another off-site location such as a ship or base.
Our study of student experiences of and responses to a corpus component in L2 writing courses involved a survey of student attitudes and follow-up interviews with selected students in one intermediate level and one advanced level ESL academic writing course at a . This paper examines the relationships among these three constructs — school context, student attitudes and behavior, and achievement — using longitudinal data from a large-scale high school reform effort. This study examined student attitudes toward the introduction of a Web component into a general biology course for undergraduate nonmajors at a midsized rural university. The Web component primarily allowed asynchronous learning outside the classroom and increased student-to-student .
Student attitudes towards these telecourses were positive according to Sounder and Wong Their research in this area found that students were less likely to think that there was a difference between a traditional and distance learning course.
Perhaps this was because students were actually viewing the professor giving a lecture and many felt that it was just like being in class. Students also felt a greater level of connection with the instructor and those enrolled in the traditional classes, perhaps here again because they could see and hear the class lecture and view the interaction between the instructor and students, thus making them feel that they truly were part of the group.
However, Beare found that students disliked distance learning and had feelings of jealousy towards traditional in-class students, perhaps because of their connection and interaction with the instructor.
Introduction of the World Wide Web Both the first and second generations of distance learning delivery methods were designed primarily to produce and distribute learning materials as efficiently as the technology of the day permitted without any attention to the lack of interactive communication between students and teachers Katz, However, as technology changed and the Internet and Web-enhanced courses took over, research has overwhelmingly reported that students as well as faculty enjoy the distance learning environment.of e-learning courses, functionality of e-learning platforms, and the level of student computer venience of accessing these technologies reflect student attitudes toward e-learning.
are still the most commonly used in contrast to the web-based and online learning methods.
According to Gulati (), the developing nations find the tradi. The purpose of this study was to determine student perceptions of the methods used to teach pharmacology content via problem-based learning (PBL) cases with respect to students’ comprehension and application of pharmacology content, confidence in their own pharmacology knowledge after completion of PBL instruction, and confidence in .
Determining higher education student attitudes towards engaging with online academic writing skills programs programs utilise web-based technologies, including elements such as Flash animations, which allow for (attitude toward behaviour, subjective norm, and behavioural intentions).
Our study of student experiences of and responses to a corpus component in L2 writing courses involved a survey of student attitudes and follow-up interviews with selected students in one intermediate level and one advanced level ESL academic writing course at a .
This study examined student attitudes toward the introduction of a Web component into a general biology course for undergraduate nonmajors at a midsized rural university. Based on the statements above, the writer will oniy focus on the students’ attitudes toward English. The students’ attitudes that the writer wants to investigate are the responses of English elementary students in learning English as their foreign language and what the elementary students think about their English classes.