Use Turnitin® as a learning tool
Yelin Su, Educational Developer
Academic integrity and plagiarism are great concerns in today’s post-secondary sector. There have been numerous studies reporting high percentages of plagiarism in higher education across the world (Bokosmaty, Ehrich, Eady, & Bell, 2019). Numerous software programs, free or paid, are available to detect and deter plagiarism and academic dishonesty.
Turnitin® is a popular online plagiarism detection service supported by York University. Any course instructor can access Turnitin® via the York University Moodle.
Turnitin® Assignment Configuration
To add a Turnitin® assignment in your Moodle course room, turn editing on, choose “Turnitin Assignment 2” in the “Add an activity or resource” (under Activities).
Turnitin® is a powerful learning tool that course directors can take advantage of. With the proper configuration, Turnitin® enables students to submit drafts before turning in their final work or to submit their major assignments in parts. Turnitin® is also an easy-to-use grading tool for instructors. Using Turnitin® feedback studio, instructor can provide students with individualized text and voice feedback. Turnitin® PeerMark allows peer evaluations in your course. For details of Turnitin® assignment configuration, please visit https://moodle.info.yorku.ca/?s=turnitin (You might need to log in with your Passport York to access the content). We also have demonstration videos on how to create and set up Turnitin® assignments that you might want to review:
- Part one: http://connect.yulearn.yorku.ca/p17ycumx6io/
- Part two: http://connect.yulearn.yorku.ca/p6czkcaqpef/
Important considerations of using Turnitin® in your class
If you are considering using Turnitin® in your teaching, whether to detect and deter plagiarism, educate students about plagiarism and academic integrity, scaffold students learning, and/or to use it as a feedback/grading tool, there are some highly recommended good practices:
Inform students
Students need to be informed at the earliest possible opportunity in classes that their assignments will be submitted and checked via Turnitin® (ideally in writing in course outlines or syllabi).
Educate students on Academic Honesty and Plagiarism
Do not assume that students have sufficient understandings on academic honesty and what constitutes plagiarism. We strongly suggest instructors to
- Inform students on the Senate Policy on Academic Honesty
- Provide a fully explanation of what constitutes plagiarism and examples of plagiarism. Here are some useful resources that you can adopt/adopt for your course.
- Library Academic Integrity Resources: https://www.library.yorku.ca/web/research-learn/academic-integrity/
- The Plagiarism spectrum from Turnitin®: https://www.turnitin.com/static/plagiarism-spectrum/
Provide students with technical support information
Do not assume that students know how to use Turnitin® to submit their assignments, view their reports and grades, and provide feedback to their peers. It is important to provide students with technical information. You may want to refer them to the Moodle documentation https://moodle.info.yorku.ca/student_resources/students/documentation/turnitin/#squelch-taas-toggle-shortcode-content-3 (they might need log in with their passport York to view the content) and even spend sometime in your class ( face-to-face or online) to demonstrate to your students how they should use the various functions of Turnitin® as required.
Other Considerations
The Teaching Commons has guidelines on using Turnitin®, where you can find suggestions on other important aspects of using Turnitin® in your teaching. To visit these guidelines, go to https://teachingcommons.yorku.ca/resources/teaching-strategies/academic-integrity/guidelines-for-the-use-of-text-matching-software-services/ .
When not using Turnitin®, instructors can provide alternatives for assessing the authenticity of student work. Here are some commonly used alternatives:
- Students submit a detailed annotated bibliography
- Students submit photocopies of source documents
- Students take an oral examination directed at issues of originality
- Students respond in writing to questions directed at issues of originality
- Students providing a written report concerning the process of completing the work
About the Author
Yelin Su holds an Ed.D. in Educational Technology. Her work focuses on providing pedagogical support and consultations for university teaching staff in face-to-face and online learning environment, the design and delivery of faculty professional development programs, and the program cyclical review. She has extensive knowledge and experience in designing and developing learning objects for technology enhanced teaching and Learning and utilizing technology effectively for learning.
Reference:
Bokosmaty, S., Ehrich, J., Eady, M. J., & Bell, K. (2019). Canadian university students’ gendered attitudes toward plagiarism. Journal of Further and Higher Education, 43(2), 276-290.