Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


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(A Community of about 40.000.000 Academics)


Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

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Editorial Peer Review Methodology

Integrating Reviewing Processes


Transdisciplinary Communication as a Meta-Framework of Digital Education
Rusudan Makhachashvili, Ivan Semenist
(pages: 1-6)

Multidisciplinary Learning Using Online Networking in Biomedical Engineering
Shigehiro Hashimoto
(pages: 7-12)

Augmented Intelligence for Advancing Healthcare
Mohammad Ilyas
(pages: 13-19)

A Transdisciplinary Approach to Refereeal
Russell Jay Hendel
(pages: 20-25)

The Impact of Convictions on Interlocking Systems
Teresa Henkle Langness
(pages: 26-33)

Collaborative Convergence: Finding the Language for Trans-Disciplinary Communication to Occur
Cristo Leon, James Lipuma
(pages: 34-37)

Bridging the Gap Between the World of Education and the World of Business via Standards to Develop Competences of the Future at Universities
Paweł Poszytek
(pages: 38-42)

Multidisciplinary Learning for Multifaceted Thinking in Globalized Society
Shigehiro Hashimoto
(pages: 43-48)

From Spirituality to Technontology in Education
Florent Pasquier
(pages: 49-52)

Differentiated Learning and Digital Game Based Learning: The KIDEDU Project
Eleni Tsami
(pages: 53-57)

Emerging Role of Artificial Intelligence
Mohammad Ilyas
(pages: 58-65)

Practicing Transdisciplinarity and Trans-Domain Approaches in Education: Theory of and Communication in Values and Knowledge Education (VaKE)
Jean-Luc Patry
(pages: 66-71)

Reflexive Practice for Inter and Trans Disciplinary Research in the Third Millennium
Maria Grazia Albanesi
(pages: 72-76)


 

Abstracts

 


ABSTRACT


Plagiarism in an Online Learning Environment: Reflections on Best Practice Using the Analytical Lens of Behavioural Science

Gerard Creaner, Sinead Creaner


Many universities are facing the prospect of a significant increase in online teaching and assessment for the coming 2020-21 academic year as a result of the COVID-19 pandemic. On-campus, in-person delivery and assessment methods are often transposed to an online environment with little modification. This does not always work.

This paper looks at the experience and effectiveness of implementing a standard plagiarism awareness campaign within an online learning environment. It uses the analytical lens of behavioural science to examine the results (where the plagiarism scores for almost 20% of the adult learners were High due to poor referencing abilities) with a view to reducing these scores.

The data set has been gathered over a two-year period with 275 adult learners, coming from a variety of educational and employment backgrounds, with 5 to 25 years of work experience. All were exposed to the same lessons on plagiarism and referencing.

This paper is broadly practitioner research using case studies as illustrative of real-world phenomena. The methodology for comparison draws heavily on Bereday’s model of comparative styles and their predispositions (Bereday, 1964).

This presented the key question: How can the poor referencing abilities of otherwise capable learners be addressed to produce work that is Low plagiarism scoring?

The analytical lens of behavioural science theories (in particular Bounded Rationality and the Framing Effect) suggest some explanations for the poor referencing abilities of otherwise capable learners. Likewise, Nudge Theory, Messenger Effect and Simplification suggest opportunities for insight into how to motivate learners to produce work with lower plagiarism scores.

The key outcome is the suggestion of the need for further research into creating a positive environment for learners to explore referencing and building more credible arguments through the proper use of Subject Matter Experts (SME) opinions that support their own, rather than the current situation where referencing is seen as a box-ticking exercise that results in punishment if not done correctly.

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