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The use of plagiarism detection software such as Turnitin or SafeAssign has become common in higher education. While frequently used to catch plagiarism, some institutions have used it as a learning tool to help students better understand plagiarism and the conventions of academic writing. In an international branch campus in the Middle East, a survey was given to undergraduate students, primarily second language students, on the use of Turnitin to help with their writing. Most participants found that the software helped them improve their paraphrasing skills, understand the use of citations, avoid plagiarism and, to a lesser extent, improve their language skills.

أﺻﺑ ﺢ ا ﺳﺗ ﺧدام ﺑ رﻧﺎﻣﺞ اﻟﻛﺷ ف ﻋن ا ﻻﻧﺗ ﺣﺎ ل ﻣﺛ ل Turnitin أو SafeAssign ﺷ ﺎ ﺋ ﻌًﺎ ﻓ ﻲ ا ﻟ ﺗ ﻌ ﻠ ﯾ م ا ﻟ ﻌ ﺎ ﻟ ﻲ . ﻋ ﻠ ﻰ ا ﻟ ر ﻏ م ﻣ ن ا ﺳ ﺗ ﺧ د ا ﻣ ﮭ ﺎ ﺑ ﺷ ﻛ ل ﻣﺗ ﻛرر ﻟﻠﻘﺑ ض ﻋﻠ ﻰ ا ﻻﻧﺗ ﺣﺎ ل ، ﻓﻘد ا ﺳﺗ ﺧدﻣﺗ ﮫ ﺑ ﻌ ض اﻟ ﻣؤﺳﺳﺎ ت ﻛﺄداة ﺗ ﻌﻠﯾ ﻣﯾ ﺔ ﻟ ﻣ ﺳﺎ ﻋدة اﻟ طﻼب ﻋﻠ ﻰ ﻓ ﮭم ا ﻻﻧﺗ ﺣﺎ ل ﺑ ﺷﻛل أﻓ ﺿ ل واﺗﻔﺎ ﻗﯾﺎ ت اﻟﻛﺗﺎﺑ ﺔ ا ﻷ ﻛﺎدﯾ ﻣﯾ ﺔ. ﻓ ﻲ ﺣ ر م ﻓ ر ع دو ﻟ ﻲ ﻓ ﻲ اﻟﺷ ر ق ا ﻷ و ﺳ ط ، ﺗم إ ﺟ ر ا ء د ر ا ﺳ ﺔ ا ﺳ ﺗﻘ ﺻ ﺎﺋﯾ ﺔ ﻟ ط ﻼ ب اﻟﻣر ﺣ ﻠ ﺔ اﻟﺟ ﺎ ﻣﻌﯾ ﺔ ، و ﺧ ﺎ ﺻ ﺔ ط ﻼ ب اﻟﻠ ﻐﺔ اﻟ ﺛﺎﻧﯾ ﺔ ، ﺣ و ل ا ﺳ ﺗ ﺧ دا م Turnitin ﻟﻠﻣ ﺳ ﺎ ﻋ دة ﻓ ﻲ ﻛﺗﺎﺑﺎﺗ ﮭم. و ﺟ د ﻣﻌ ظ م اﻟﻣ ﺷ ﺎ ر ﻛﯾ ن أ ن اﻟ ﺑ ر ﻧﺎ ﻣ ﺞ ﺳ ﺎ ﻋ دھ م ﻋ ﻠ ﻰ ﺗ ﺣ ﺳ ﯾ ن ﻣﮭﺎ ر ا ت إ ﻋ ﺎدة اﻟ ﺻ ﯾﺎ ﻏ ﺔ وﻓ ﮭم ا ﺳﺗ ﺧدام ا ﻻﺳﺗ ﺷﮭﺎدا ت وﺗ ﺟﻧ ب ا ﻻﻧﺗ ﺣﺎ ل وﺗ ﺣﺳﯾ ن ﻣﮭﺎ راﺗ ﮭم اﻟﻠ ﻐوﯾﺔ إﻟ ﻰ ﺣد أﻗ ل.

This paper explores the use of Turnitin as a learning tool (particularly in relation to citing sources and paraphrasing) and as a vehicle for reducing incidences of plagiarism.

The research was implemented using a case study of 49 final‐year “honours” undergraduate students undertaking their year‐long core dissertation module. Over the course of the academic year student submissions to Turnitin were analysed in terms of improvements to their Turnitin scores and academic writing.

The majority of students submitted the first three chapters of their dissertation to Turnitin (Introduction, Literature Review and Methodology); less than half the students submitted their Findings and Conclusion to Turnitin. Over the course of the academic year, students submitted their dissertation work on average five times. Student Turnitin “similarity scores” were reduced but student use of Turnitin did not significantly enhance the quality of their writing.

It is clear that mechanisms need to be explored to convince students of the potential educational benefits of Turnitin and to encourage staff to engage more in the process.

Theoretically, using Turnitin for the dual purpose of preventing plagiarism and enhancing student academic writing skills has an obvious appeal; however, this study illustrates that one cannot take for granted both student and staff buy‐in.

This paper is of value to academic staff who wish to explore the benefits, and pitfalls, of using Turnitin as an educational tool.

The role of academic libraries in dissemination of information and facilitating research of academic community is well-established world over. However, a significant role of libraries in ensuring fair use of information to promote an ethical research culture at the higher education institutes is also flourishing. This study aims to explore the perceived causes of unethical use of literature by university scholars and deterrents to plagiarism in universities of Pakistan.

The design of the study was qualitative, and interviews were conducted on nine university library heads in Pakistan who were officially administrating anti-plagiarism (Turnitin) software service at their universities and were providing “similarity index certification” of PhD and MPhil research work through the software. They were purposively selected for the interviews because of their direct interaction with the researchers and faculty on matters of information searching as well as its ethical use. The study is based on PhD thesis work of the first author.

The findings of the study depicted that conceptual unawareness of plagiarism, lack of information skills, socio-cultural factors and weak policies were the prime reasons for unethical research practices among graduate scholars. Participants were positive that a role of university library in combating plagiarism through provision of anti-plagiarism software and guidance could prove more beneficial for both the researchers and libraries.

Multiple studies have been conducted, in and out of south Asian region, to gather the views of the students and faculty on the matters of academic misconduct. However, no study was found presenting the views of the other stakeholders in promotion of academic integrity. To the best of the authors’ knowledge, this study is first of its kind in South Asian context and provided observation-based views of a group of university library heads who are also administrating anti-plagiarism service in their universities on the causes and deterrents to plagiarism.

The purpose of this paper is to describe how plagiarism and the detection of plagiarism are interwoven with the education of international students.

The literature searches encompassed articles on the issue of plagiarism as it affects students coming from abroad.

There is a definite problem involved in the interaction of international students in a higher education setting and plagiarism.

Although no survey was done for this article, much of the information gathered regarding plagiarism is dependent on external surveys. These surveys may not always be answered truthfully despite anonymity. There is also a dearth of data on plagiarism and international students. There is some anecdotal data on the subject.

Although plagiarism is a serious problem on academic campuses, libraries and librarians can offer substantial help in deterring and preventing plagiarism especially with regard to international students.

Librarians, knowledgeable about citation style sheets and formats, can be very valuable to international students who lack the skills. Students can learn to improve their citation skills with the help of a librarian with good bibliographic skills.

The purpose of this article is to describe a creative library orientation program utilizing Blackboard to help nursing students develop information literacy and successfully complete a cultural research paper.

Information literacy components and course‐specific library resources are integrated seamlessly into NRS 110 Blackboard course. The students attend a one‐hour library orientation and continue to receive research assistance from the librarian via Blackboard. Surveys are conducted to help evaluate the program's effectiveness.

Results suggest that librarian‐faculty collaboration in integrating information literacy and course‐specific library resources into Blackboard courses is an effective way to improve library instruction and student learning.

The article offers a model for incorporating information literacy and course‐specific library resources into faculty Blackboard courses.

The study will be of particular value to librarians looking to use LMS such as Blackboard to enhance traditional library instruction.

The Internet opens a library of wealth to the student and educator but it also makes it easy for students to copy when writing assignments. In this paper, we will look at how Wawasan Open University implemented plagiarism-detection software in its course delivery. In 2010, the university introduced the compulsory usage of an online plagiarism-detection software known as Turnitin (Turnitin TM). Students are required to scan their assignments using the service before submitting them for grading. In this study, we observed two different course clusters; one cluster is numerically-based and the other is narrative-based. We observed the Similarity Index Report on student assignments from four courses in two programmes from the 2011 cohort. The courses are Business Accounting II, Auditing and Assurance in Malaysia, Human Resource Management, and Organisational Behaviour. Our findings suggested that plagiarism detection software can be useful for courses that require a studentto demonstrate a strong sense of originality in their assignments. Essentially, the software would provide additional advantages in any narrative management course where it is the intention of the instructor to ensure that students demonstrate a high level of creativity. However, courses that require students to conform to any regimen should not be subjected to the anti-plagiarism process as this is futile, as in the case of many numerical and mathematical courses. Courses that require a high level of verbatim citation such as law, assurance, literature and divinity would not work very well with the software. The inability of current software to differentiate between patterns and strings of plagiarism and cited work makes this exercise futile.

This paper aims to focus on plagiarism and the consequences of anti‐plagiarism services such as Turnitin.com, iThenticate, and PlagiarismDetect.com in detecting the most recent cheatings in academic and other writings.

The most important approach is plagiarism prevention and finding proper solutions for detecting more complex kinds of plagiarism through natural language processing and artificial intelligence self‐learning techniques.

The research shows that most of the anti‐plagiarism services can be cracked through different methods and artificial intelligence techniques can help to improve the performance of the detection procedure.

Accessing entire data and plagiarism algorithms is not possible completely, so comparing is just based on the outputs from detection services. They may produce different results on the same inputs.

Academic papers and web pages are increasing over time, and it is very difficult to capture and compare documents with all available data on the network in an up to date manner.

As many students and researchers use the plagiarism techniques (e.g. PDF locking, ghost‐writers, dot replacement, online translators, previous works, fake bibliography) to cheat in academic writing, this paper is intended to prevent plagiarism and find suitable solutions for detecting more complex kinds of plagiarism. This should also be of grave concern to teachers and librarians to provide up to date/standard anti‐plagiarism services. The paper proposes some new solutions to overcome these problems and to create more resilient and intelligent future systems.

In response to the less satisfied National Student Survey, UK universities have committed to transform assessment and feedback experience. This paper aims to explore how the diversity of online assessment and feedback offer a better learning experience for international students.

By using the action research method, the research investigated academic and international students' first experience on audio feedback and online text. Video interviews and online questionnaires were carried out.

All research participants would like to receive assessment feedback in audio form. This reflects the learning experience of students and suggests that the support of a higher educational institution or a tutor could provide for assessment and feedback enhancement in the digital world is mandatory. Other than the technological and instrumental advantage, the “human element” of audio feedback makes it unique and interesting to listen to in contrast to online written feedback.

It is recognised that the number of student participants was small but the qualitative findings demonstrate some key issues in relation to international student experience and the effectiveness and engagement of assessment feedback that may inspire future empirical research.

Some conditions under which feedback is likely to be effective are not met as frequently as originally believed, audio feedback can be thoughtfully considered as an alternative assessment feedback mechanism for international students.

The “‘human element’ of audio assessment feedback” defeats online written text for international students. They appreciate the effort spent by the tutor to provide them assessment and feedback personally by “talking to them”.

The use of technology in Saudi Arabian higher education is constantly evolving. With the support of the 2030 Saudi vision, many research studies have started covering learning analytics and Big Data in the Saudi Arabian higher education. Examining learning analytics in higher education institutions promise transforming the learning experience to maximize students' learning potential. With the thousands of students' transactions recorded in various learning management systems (LMS) in Saudi educational institutions, the need to explore and research learning analytics in Saudi Arabia has caught the interest of scholars and researchers regionally and internationally. This chapter explores a Saudi private university in Jeddah, Saudi Arabia, and examines its rich learning analytics and discovers the knowledge behind it. More than 300,000 records of LMS analytical data were collected from a consecutive 4-year historic data. Romero, Ventura, and Garcia (2008) educational data mining process was applied to collect and analyze the analytical reports. Statistical and trend analysis were applied to examine and interpret the collected data. The study has also collected lecturers' testimonies to support the collected analytical data. The study revealed a transformative pedagogy that impact course instructional design and students' engagement.

Plagiarism has been on the rise, mainly because of increased access to the internet and digital sources. To combat the threat of plagiarism, various universities have implemented countermeasures such as capacity building, anti-plagiarism policies and the purchase of anti-plagiarism software. In Kenya, there appears to be a lack of cohesion among universities in combating plagiarism, a situation that threatens teaching, learning and research if not addressed adequately. This paper aims to review and identify anti-plagiarism practices in Kenyan universities; it further proposed various best practices and policy actions that ought to be adopted to win the fight and the misperception of plagiarism.

This study adopted a mixed-method approach by surveying the librarians and interviewing the graduate school directors or deans to establish the strength and challenges in implementing plagiarism measures in the universities in Kenya. Before collecting data, the researcher checked the reliability of the tools by pretesting and readjusting the tools based on input from the participants.

This study established that most universities in Kenya appreciate the fact that plagiarism negatively affects the quality of teaching, learning and research. However, despite the fact that there is goodwill in the effort to combat plagiarism, there were no unified mechanisms, strategies and implementation policies in solving plagiarism issues among universities in Kenya. Different universities have adopted different strategies in terms of policy, software and capacity. Further, it was noted that the well-established/funded universities had clear stipulated mechanisms as opposed to the ill-funded universities with limited funding and budget.

This research provides an opportunity for universities to make an informed choice about the policies, required capacity and software to tackle plagiarism. The findings from the study will be used to improve the quality of academic writing and standardize procedures on plagiarism by proposing policy actions needed to maximize the benefits of the investments in this venture. This study recommends a collaborations approach among universities in the fight against plagiarism. Because the Kenya Library and Information Services Consortium already supports many university cooperation, they ought to take the initiative in formulating policy, choosing the appropriate software to use and developing the necessary ability in the battle against plagiarism.

To the best of the authors’ knowledge, this study is the first effort to evaluate the anti-plagiarism strategies being applied in different universities in Kenya. This study demonstrates the gaps and variations in university strategies in combating academic plagiarism. The findings can be applied to improve academic communication and indeed the quality of research output at other universities in Kenya and beyond.