The Effectiveness of Direct-Instruction and Student-Centered Teaching Methods on Students' Functional Understanding of Plagiarism

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Richard J. Moniz, Instructor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: To improve students' functional understanding of plagiarism, a variety of approaches was tried within a comprehensive information literacy program. Sessions were taught as a “module” inside a required communications skills class at a private university. Approaches taken included control, direct-instruction, and student-centered sessions. Students were taught content and definitions regarding plagiarism, what circumstances or instances constitute plagiarism, where to go for help in avoiding plagiarism, and what constitutes appropriate paraphrasing. Pretest and posttest scores indicated that no approach performed significantly better than the others; however, even though students improved across all methods, they nonetheless showed the need for more hands-on practice.

Additional Information

College & Undergraduate Libraries, 15(3): 255-279
Language: English
Date: 2008
Information literacy, plagiarism, academic dishonesty, teaching methods, constructivist, assessment

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