Learning Skills for Open Distance Learners
FACULTY OF EDUCATION AND LANGUAGES
SEMESTER MEI / 2013
OUMH 1103 LEARNING SKILLS FOR OPEN DISTANCE LEARNERS
NO MATRIK :***************
NO PENGENALAN : ***************
NO TELEFON. : ***************
E-MAIL : ***************
PUSAT PEMBELAJARAN : ***************
“THE ISSUES OF PLAGIARISM IN HIGHER EDUCATION”.
Plagiarism in education seems to operate under a very different set of rules from the pragmatic fields of politics or business and can create emotional responses that deploy highly-charged metaphors such as The Plagiarism Plague (Bowman, 2004), or “Winning Hearts and Minds in War on Plagiarism” (Jaschik, 2008). In education, plagiarism is “seen as a transgression against our common intellectual values, carrying justifiably bad consequences for those guilty of the practice” (Isserman, 2003). Why is it generally accepted that politicians can use ghostwriters, but that students cannot, even if the stakes for the students are much lower? The critical issue for education is that plagiarism “circumvents the learning process” (Spencer, 2004, p.16). The process of analysing and synthesizing ideas, and reformulating them in writing, is seen as central to learning. Only by ensuring that students struggle to assimilate material and develop their own voice do students go beyond surface information and develop higher order thinking skills. As Isserman (2003) notes:
Ownership over the words you use... is really at the heart of the learning process. You can read a dozen books about the cold war, but if you can’t explain what you have learned to someone else in your own words, no real learning has taken place... and you will have made no progress whatsoever toward realizing the central goal of a liberal-arts education: the ability to think for yourself. This struggle for intellectual development is not easy, which is precisely the reason that makes plagiarism attractive for some students. In most cases
SEMESTER MEI / 2013
OUMH 1103 LEARNING SKILLS FOR OPEN DISTANCE LEARNERS
NO MATRIK :***************
NO PENGENALAN : ***************
NO TELEFON. : ***************
E-MAIL : ***************
PUSAT PEMBELAJARAN : ***************
“THE ISSUES OF PLAGIARISM IN HIGHER EDUCATION”.
Plagiarism in education seems to operate under a very different set of rules from the pragmatic fields of politics or business and can create emotional responses that deploy highly-charged metaphors such as The Plagiarism Plague (Bowman, 2004), or “Winning Hearts and Minds in War on Plagiarism” (Jaschik, 2008). In education, plagiarism is “seen as a transgression against our common intellectual values, carrying justifiably bad consequences for those guilty of the practice” (Isserman, 2003). Why is it generally accepted that politicians can use ghostwriters, but that students cannot, even if the stakes for the students are much lower? The critical issue for education is that plagiarism “circumvents the learning process” (Spencer, 2004, p.16). The process of analysing and synthesizing ideas, and reformulating them in writing, is seen as central to learning. Only by ensuring that students struggle to assimilate material and develop their own voice do students go beyond surface information and develop higher order thinking skills. As Isserman (2003) notes:
Ownership over the words you use... is really at the heart of the learning process. You can read a dozen books about the cold war, but if you can’t explain what you have learned to someone else in your own words, no real learning has taken place... and you will have made no progress whatsoever toward realizing the central goal of a liberal-arts education: the ability to think for yourself. This struggle for intellectual development is not easy, which is precisely the reason that makes plagiarism attractive for some students. In most cases