Educate, don’t ban
Academics like Brazabon have a cheek bleating on about plagiarism. If her students submit banal, cut-and-paste essays, she should be the person we blame. Tens of thousands of pounds for a University degree and we all we get are academics who inspire this kind of reaction from their students!
She needs to think more about educating her students than banning the media of the age. The easy and efficient access to knowledge is a good thing, and quite separate from how things are learnt. It’s not the medium that’s at fault, it’s how that content is mediated by students and their teachers. These are two entirely different things.
Address the cause, not the effect
Well constructed, exemplar essays are precisely what a student needs as course material. That’s why they pay sites like UKessays.com. If academics got to know their students better and used on-going formative feedback as part of their jobs, then the lazy ‘set and submit’ essay model wouldn’t allow or encourage plagiarism on any scale. Ask students to submit an outline, then a short form essay and finally a full blown piece of work. Get them to blog. Speak to them. Don’t just set the task and mark the results. That’s not teaching, it’s simply assessment, and bad assessment at that.
What’s happening here is simply the old guard not understanding how newer forms of knowledge dissemination work. Has this academic banned her researchers or lecturers from using Google? I doubt it. Students are smart and are simply reacting to a tired old system. The customers are just puzzled and tired of the old higher education model (I hesitate to describe it as pedagogy).
Lectures, lectures, lectures
It’s a wonder that students learn at all with such little face-to-face teaching – three dull lectures a week, usually by researchers with poor presentation skills and a deep desire to avoid teaching. They are literally stuck in the rut of this medieval mode of teaching. If they were any good they’d at least record the stuff for review by students. They don’t, of course, because it’s often pitifully bad. See my previous post on lectures.
Inadequate guidance is the norm in higher education courses, that’s why students clamour for past papers – it’s often the only way of finding out what you are expected to cover in the course. Most lecturers don’t understand even the basics in the psychology of learning and need for clear structure, formative feedback and support.
A reading list is to a course
Then there’s little or no adequate course material. Little is prepared in any structured fashion for students. They are literally abandoned with a library card and a reading list. These reading lists are often idiosyncratic so it would be much better to let the student do the research BEFORE having these fixed, recommended texts. This has been exposed in institutions with VLEs, where the published guidance for courses is woeful. A reading list is not a course!
Differentiate between search and research through the use of citations. Google and Wikipedia have tons of citations, and when there’s controversy, there’s the ‘history’ and ‘discussion’ tabs. Teach students how to do research and give plenty of support on constructing the piece of submitted work.
Remember that the web contains hundreds of thousands of texts, textbooks and books, many which are now out of print and not found in individual University libraries. They are quick to access, allow text search and save time and money.
In any case it’s rather easy to catch this sort of plagiarism by running the content through a check engine. If she had checked she would have seen that the