The Effect of Plagiarism Detection Tools on Student Ethical Behavior and Academic Integrity Policies

Session Description
Student plagiarism continues to be a major concern among instructors and institutions. Fortunately, over the years several plagiarism detection tools have become available to help curb the unethical behavior of plagiarizing another’s work. Tools such as Turnitin and Grammarly have assisted students and instructors in managing potential academic misconduct by highlighting similarities between the student’s current submitted work and previously submitted work by another student. If similarity results are high, the instructor must wonder if the unethical act was intentional and if so what motivated the student’s behavior. The Theory of Planned Behavior (TPB) developed by Ajzen (1991) “addresses the individual’s intention to perform a given behavior.” In this model, “intentions are assumed to capture the motivational factors that influence a behavior.” One such study confirmed that the application of the TPB model “predicted intentions to plagiarize as a function of one’s attitude toward plagiarism” (Camara et al., 2017). Understanding students’ attitudes along with plagiarism detection tools can help instructors determine how a student perceives what plagiarism is. One item that can put all parties on the same page is the institution’s academic integrity policy. This document should be more than simply an honor code which students sign. Institutions must be committed to establishing a culture of integrity in which “the sense of membership in a community with moral expectations tends to trump temptation” (Scott, 2015). This presentation will explore how plagiarism detection tools can assist instructors in determining a student’s intent to plagiarize and how that behavior might affect an institution’s academic integrity policies.
Lori Brooks, PhD
Lori Brooks, PhD, University of Phoenix, AZ
Professor Brooks has been an instructor at University of Phoenix since 2003. She typically facilitates entry-point courses. She also facilitates Education graduate courses and is particularly interested in technology and pedagogy. She has a Ph.D. in Education and a Master of Science in Management.
Judy Drilling, MA
Judy Drilling, MA, University of Phoenix, AZ
I have worked in Education for the past 15 years and my passion is assisting students to succeed in meeting their educational goals. As an instructor, I strive to create a learning environment which encourages students to grow academically, professionally, and personally. I obtained a Bachelor’s Degree in Psychology from California State University, Fresno in 1999. I began my professional career in teaching as an Independent Living Skills Instructor. In this position I provided education and training to at risk youth in the areas of home management, educational planning, health matters, employment, as well as interpersonal skills. I then went on to earn a Master’s Degree in Organizational Leadership in 2002 as well as a Certificate in Human Resources Management in 2004. I have been teaching online for University of Phoenix since 2008, teaching mostly Critical Thinking and Psychology of Learning classes. I also taught an Introduction to Psychology class at a local career college.
Session Type
20-Minute Session

A recording of this presentation is available.
Click the button to the right to access the session archive.

Posted in 20-Minute Session and tagged , , , .

Leave a Reply