TurnItIn has released a new whitepaper about sources for student work. For the study, they have drawn from their extensive database of student papers (112 million content matches from 28 million student papers).
“Key findings include:
Only just over half of Internet sources in student writing come from legitimate educational resources. 57% of matches come from academic and homework sites, news and portal sites and encyclopedias
Poor research practices lead students to a significant number of sites that are not authoritative. 43% of matches lead to sites that are academically suspect, including cheat sites and paper mills, shopping sites, and social and user-generated content. More pointedly, 19% of content matches come from paper mills and cheat sites. In looking at the issue of plagiarism, it is safe to assume, at minimum, 19% of matched content comes from sources of academic disrepute.
Already the most popular student source, reliance on Wikipedia continues strong. Wikipedia remains the most popular source for unoriginal content in student writing.
Higher education students need further instruction on proper research habits. Educators should incorporate the teaching of proper research habits upfront in order to reduce the number of academically dubious sources that appear in student writing.”
From Inside Higher Ed, a new report out this month: Online Learning and Student Outcomes in California’s Community Colleges, by Hans Johnson and Marisol Cuellar Mejia.
The authors found, based on a study of what appears to be the complete Fall 2006 cohort from the CA community college system (that: “When we examine student outcomes, we ‑ find a surprising result: short-term outcomes are poor, but long-term outcomes are not.”
It appears that students, and especially at-risk students, do not complete or fail at 11-14% higher rates in individual online courses compared to traditional on-campus courses, according to the study. BUT, “when we examine long-term outcomes, the picture looks brighter. Students who take at least some online courses are more likely than those who take only traditional courses to earn an associate’s degree or to transfer to a four-year institution. For some students, online courses oer a useful tool that helps them to reach their goals.”
This sounds like the classic case of “the rich get richer.” That is, students who will be successful (=not at-risk) use online courses to complement their studies, and actually succeed at a somewhat higher rate than those who just take on-campus classes.
Note that this study uses 2006 data, which would mean that the online pedagogies in use are 8 years behind where we are now. It is unfortunate that academic research has this lag factor. How much have student AND faculty learned about teaching and learning online in almost a decade? Quite a bit.
Please join us for the Voicethread Academy, a day-long training in using this innovative student engagement, presentation, lecture capture, and discussion tool. Voicethread (read in detail about Voicethread here: http://voicethread.com/about/features/) is now integrated with the Moodle platform, and provides numerous ways to make your Moodle course more interactive by incorporating visual and audio components. Voicethread is easy to learn and easy to use!
Our Academy will be led by Beth Holland from EdTech Teacher. Beth has presented workshops at TEDxMosesBrown, the Global Education Conference, the Massachusetts Assistive Technology Expo, the MassCUE Technology Conference, and others. She has expertise in online teaching and learning, mobile, and assistive technologies. Beth previously served as the Director of Academic Technology at St. Michael’s Country Day School in Rhode Island, and at the Naval War College in the Innovation Lab. Beth holds an Ed.M. in Technology, Innovation, and Education from the Harvard Graduate School of Education, and a B.S. in Communications from Northwestern University.
More details information about our detailed agenda, lunch, etc., will be forthcoming. A faculty stipend of $150 will be offered for completing the full workshop. Please block off 9:00am to 4:00pm if you register. The Academy is limited to 20 people. Registration closes Monday, May 5 or when we reach capacity. Register here: http://ctlevents.wordpress.com/events-list/11154652867/
We want to tell you about a feature that will be coming very soon to Turnitin—Cloud Submit—a new option to submit a student paper to a Turnitin assignment from third-party cloud document storage services Google Drive™ and Dropbox.
This post begins a series exploring how WordPress (hosted by Edublogs for BCC) can serve as a student eportfolio. This post describes three justifications for considering a blog platform for eportfolios. Read on…
This New York Times op-ed piece starts with talking about NYC’s new bike-sharing program — the pros and cons. Then, the article puts sharing in context. There is a new sharing economy developing — beyond hotels and libraries — that is a social trend we should pay attention to. Students rent textbooks, share files and apps ( and sometimes over-share into cheating, as we know!), and generally live in a social media environment where communication and exchange is how they spend significant time. How will this affect higher ed? Here’s the article: http://opinionator.blogs.nytimes.com/2013/06/05/its-not-just-nice-to-share-its-the-future/
This video is from a K-12 Math class, but in 3 minutes, makes the point. One can easily see how flipping and a hybrid course would dovetail well. Spend 3 minutes, check it out, and look for more on Fall professional day. (By the way, the outside of class material does not HAVE to be video — it can also be reading, exercises, practice quizzes, and discussion forums)…
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