Student perceptions of the value of Turnitin text-matching software as a learning tool
| dc.contributor.author | Bailey, Carol | |
| dc.contributor.author | Challen, Rachel | |
| dc.date.accessioned | 2015-02-13T14:03:11Z | en |
| dc.date.available | 2015-02-13T14:03:11Z | en |
| dc.date.issued | 2015 | |
| dc.identifier.citation | Bailey, C., Challen, R. (2015) Student perceptions of the value of Turnitin text-matching software as a learning tool. Practitioner Research in Higher Education Journal, 9(1), pp 38-51. | |
| dc.identifier.issn | 1755-1382 | |
| dc.identifier.uri | http://hdl.handle.net/2436/344418 | |
| dc.description.abstract | The University of Wolverhampton has been using Turnitin as a teaching aid with groups of students since 2007, but in 2011 changed its policy to encourage student access on a formative basis across the institution. In one School, 748 students undertaking final year undergraduate projects were invited to check multiple drafts via Turnitin before the final deadline. Use of the software was monitored, and students were invited to express their views on its value as a learning tool. Uptake was substantially higher where Turnitin was introduced within a module than through extra-curricular workshops. The number of draft resubmissions was greater than that reported in other studies. Most participants thought that despite certain limitations Turnitin was helpful in learning about appropriate source use, and wished it had been introduced earlier in their degree course. Given that the participants were in their sixth undergraduate semester, a surprisingly high number expressed anxiety regarding the risk of unintentional plagiarism. | |
| dc.format | application/pdf | |
| dc.language.iso | en | |
| dc.publisher | University of Cumbria | |
| dc.relation.url | https://ojs.cumbria.ac.uk/index.php/prhe/article/view/217 | |
| dc.subject | Academic writing | |
| dc.subject | Writing from sources | |
| dc.subject | Paraphrase | |
| dc.subject | Plagiarism | |
| dc.subject | Turnitin | |
| dc.title | Student perceptions of the value of Turnitin text-matching software as a learning tool | |
| dc.type | Journal article | |
| dc.identifier.journal | Practitioner Research in Higher Education | |
| dc.source.volume | 9 | |
| dc.source.issue | 1 | |
| dc.source.beginpage | 38 | |
| dc.source.endpage | 51 | |
| refterms.dateFOA | 2018-07-18T14:16:30Z | |
| html.description.abstract | The University of Wolverhampton has been using Turnitin as a teaching aid with groups of students since 2007, but in 2011 changed its policy to encourage student access on a formative basis across the institution. In one School, 748 students undertaking final year undergraduate projects were invited to check multiple drafts via Turnitin before the final deadline. Use of the software was monitored, and students were invited to express their views on its value as a learning tool. Uptake was substantially higher where Turnitin was introduced within a module than through extra-curricular workshops. The number of draft resubmissions was greater than that reported in other studies. Most participants thought that despite certain limitations Turnitin was helpful in learning about appropriate source use, and wished it had been introduced earlier in their degree course. Given that the participants were in their sixth undergraduate semester, a surprisingly high number expressed anxiety regarding the risk of unintentional plagiarism. |
