Facilitating undergraduates’ plagiarism-free academic writing practices in a blended learning scenario
Document Type
Article
Publication Date
1-1-2024
Abstract
In order to address the rising concerns about undergraduates’ plagiarism in academic writing practices, a blended learning scenario (a combination of face-to-face learning with online learning) was designed and the effectiveness of it was tested. Results indicated that the students became more capable of distinguishing plagiarism cases in different scenarios, and their writing performance significantly improved by engaging in the blended learning scenario, i.e. the extent of plagiarism substantially decreased and writing quality greatly increased. Furthermore, the students mostly provided positive feedback towards the learning intervention. This study contributes to existing literature on instructional solutions to plagiarism issues by focusing on how students’ understandings of plagiarism and source use can be achieved during their writing in a blended learning scenario. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
Keywords
Academic writing, Academic writing & plagiarism analysis system, Blended learning scenario, Plagiarism
Divisions
Education
Funders
Science Education Committee of China Association of Higher Education [Grant no. 20ZSLKJYZD03],Shandong Social Science Planning Research 2020 [Grant no. 20CJYJ15],Shandong Social Science Planning Research 2020 Project
Publication Title
Innovations in Education and Teaching International
Volume
61
Issue
1
Publisher
Taylor & Francis