LTEU Learning and Teaching Enhancement Unit Institutional Plagiarism Policy and Turnitin Perceptions and Experiences of Staff and Students Simon Starr Learning Technologist Canterbury Christ Church University LTEU Learning and Teaching Enhancement Unit

LTEU Learning and Teaching Enhancement Unit About the plagiarism policy

Plagiarism Policy Educate to avoid first, detect and punish second LTEU Learning and Teaching Enhancement Unit Up Front Briefing Formative Experience Whole Group Submission Procedures for Dealing with Alleged Plagiarism Educational Use of Turnitin

LTEU Learning and Teaching Enhancement Unit About our research

Research Aims gauge understanding and perceptions of policy establish how Turnitin is used; impact Data collected: LTEU Learning and Teaching Enhancement Unit Surveys Interviews

LTEU Learning and Teaching Enhancement Unit Findings understanding and perceptions of the policy

Findings – Perceptions LTEU Learning and Teaching Enhancement Unit Turnitin = detectionTurnitin = education Policy = standards and rigour Policy = education staff students perceive educational approach more after using Turnitin

LTEU Learning and Teaching Enhancement Unit Findings efficacy of Turnitin in support of the policy

Findings – Turnitin More widely used than we thought third of students representing 40+ programmes used on a least one programme in most departments High staff and student satisfaction Non-users willing to adopt LTEU Learning and Teaching Enhancement Unit Experience of Turnitin

Findings – Turnitin Policy’s minimum requirements for use of Turnitin being met Turnitin appears to contribute to detection in significant minority of plagiarism cases Find also significant ongoing educational use LTEU Learning and Teaching Enhancement Unit Strategies for Using Turnitin (as proportion of programmes analysed)

Findings – Turnitin Clear impact on education to avoid plagiarism, also some on referencing and writing generally … LTEU Learning and Teaching Enhancement Unit Perceptions of Impact of Turnitin (note student based on interviews – small sample) “It has been fine to use and pretty clear in its use. In our first year we were are able to send drafts for originalty [sic] reports, however I believe our second and third years we are not allowed. It would be nice to continue to be able to do so as it was useful learning aid and would continue to be so in the future.” “It would be helpful if we actually got to see the reports that are run on our submitted work. Then it will actually be a learning experience as opposed to a hoop we have to jump through.” “It will help me to learn more about the style of writing, how to reference properly and to avoid using too many quotations; so I believe it will improve my work.” … demand also for more ongoing educational use from students

LTEU Learning and Teaching Enhancement Unit Outcomes

We conclude: educate-first approach of policy generally understood, but awareness needs raising amongst students Turnitin effective in supporting policy We recommended: policy reviewed with a view to extending use of Turnitin awareness raising of educational potential of Turnitin enhanced guidance on interpreting originality reports Progress: Revised plagiarism policy submitted for approval Summer 2011: Turnitin for all coursework levels 4-7 opportunity to self-check a draft every time feedback/guidance on originality reports at early stages LTEU Learning and Teaching Enhancement Unit

LTEU Learning and Teaching Enhancement Unit Starr, S., Graham-Matheson, L. (2011) ‘Efficacy of Turnitin in Support of an Institutional Plagiarism Policy’ Available at: Questions?