Facilitating undergraduates’ plagiarism-free academic writing practices in a blended learning scenario

• Yin Zhang ^[1] ; Samuel Kai Wah Chu ^[4] ; Xuyan Qiu ^[5] ; Zamzami Zainuddin ^[2] ; Xiuhan Li ^[3]
  1. [1] Ocean University of China

     Ocean University of China

     China

     
  2. [2] University of Malaya

     University of Malaya

     Malasia

     
  3. [3] Central China Normal University

     Central China Normal University

     China

     
  4. [4] the University of Hong Kong, P. R. China
  5. [5] the Hong Kong Polytechnic University, P.R China

  Mostrar afiliaciones +
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 61, Nº 1, 2024, págs. 154-167
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.