Skills training to avoid inadvertent plagiarism: results from a randomised control study

Newton,FJ, Wright,JD and Newton,JD 2014, Skills training to avoid inadvertent plagiarism: results from a randomised control study, Higher education research & development, vol. 33, no. 6, pp. 1180-1193, doi: 10.1080/07294360.2014.911257.

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Title Skills training to avoid inadvertent plagiarism: results from a randomised control study
Author(s) Newton,FJ
Newton,JDORCID iD for Newton,JD
Journal name Higher education research & development
Volume number 33
Issue number 6
Start page 1180
End page 1193
Total pages 14
Publisher Routledge: Taylor & Francis
Place of publication London, Eng.
Publication date 2014
ISSN 0729-4360
Keyword(s) intervention
non-english-speakin background
patch writing
student learning
Summary Plagiarism continues to be a concern within academic institutions. The current study utilised a randomised control trial of 137 new entry tertiary students to assess the efficacy of a scalable short training session on paraphrasing, patch writing and plagiarism. The results indicate that the training significantly enhanced students' overall knowledge about in-text referencing protocols. Importantly, this knowledge was found to translate into applied skills, with the intervention group performing significantly better in a practical skills application task. Moreover, the findings suggest that it is confidence in writing in English, not language background per se, which plays a significant role in students' practical skills in referencing and their confidence in performing assignment preparation tasks that can help them avoid claims of inadvertent plagiarism.
Language eng
DOI 10.1080/07294360.2014.911257
Field of Research 130203 Economics, Business and Management Curriculum and Pedagogy
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, Taylor & Francis
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Document type: Journal Article
Collection: School of Management and Marketing
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