Item 1
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
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When instructors are creating discussion board activities for online courses, at least two questions must be answered. First, what is the objective of the discussions? Different objectives might be to create a "social presence" among students so that they do not feel isolated, to ask questions regarding assignments or topics, or to determine if students understand a topic by having them analyze and evaluate contextual situations. Based on the response to this question, different rules might be implemented to focus on the quality of the interaction more so than the quantity. The second question is, how important is online discussions in comparison to the other activities that students will perform? This question alludes to the amount of participation that instructors expect from students in online discussions along with the other required activities for the course. If a small percentage of student effort is designated for class participation, our results show that it can affect the quality and quantity of interactions. References: |
According to Moore and Marra's (2005) case study, which observed two online courses, students in the first course implemented a constructive argumentation approach while students in second course had less structure for their postings. As they stated, when instructors create online discussion board activities, they must answer at least two questions. These questions are: "What is the objective of the discussions?" And "How important are online discussions in comparison to the other activities that students will perform?" According to their findings, the discussion activities that were designed based on the answers to these questions can influence the quality and quantity of interactions (Moore & Marra, 2005). References: |
Which of the following is true for the Student Version above?
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Item 2
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
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Science classrooms offer at least five ways to individualize and to enhance students'learning using games and simulations beyond what is possible in informal settings. First, teachers can assign students to teams based on detailed knowledge of learners' intellectual and psychosocial characteristics. Second, in contrast to relatively unguided learning in contexts outside of school, science teachers can alter their classroom instruction and support based on the feedback educational games and simulations provide. Third, science games and simulations are adaptable to students with special needs, allowing them to be mainstreamed in science classrooms. Fourth, educational games and simulations can prepare students to take full advantage of real world field trips in science classrooms. Fifth, teachers through their knowledge of students can relate virtual experiences in science games and simulations to what is happening in the real world or in their personal lives. References: |
According to Dede (2009), different games can be assigned and used based on students' characteristics. Information about student performance when playing games can help science teachers plan subsequent classroom activities. Games also can be utilized for students with special needs, which can be selected to match their ability levels. |
Which of the following is true for the Student Version above?
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Item 3
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
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While solitary negative reactions or unjustified suggestions for change have the potential to dissipate discourse rather than build it, the pattern analysis shows that the anonymous condition seemed to provide a safe explorative space for learners to try out more reasons for their multiple solutions. Teachers will rarely give anonymous feedback, but the experience of giving anonymous feedback may open a social space where learners can try out the reasons for their suggestions. References: |
Teachers don't often provide feedback anonymously, but the ability to provide feedback anonymously may create a context where the rationale associated with specific suggestions can be more safely explored (Howard, Barrett, & Frick, 2010). However, we cannot assume that all anonymous online spaces will serve as safe social spaces. |
Which of the following is true for the Student Version above?
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Item 4
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
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In a complex task such as creating a website for learning, instructors may want to support the generation of multiple solutions in learners' peer feedback. Anonymity may create a social context where learners feel freer to express varied ideas, and make the task of giving feedback less inhibited. However, teachers need to know just how anonymity impacts the learning dynamic in order to make informed choices about when anonymous configurations are appropriate in peer feedback. References: |
Increased availability of technology in my classroom makes it easier for peer feedback activities to be conducted anonymously which "may create a social context where learners feel freer to express varied ideas, and make the task of giving feedback less inhibited" (Howard, Barrett, & Frick, 2010, p. 90). However, I worry that my students may be overly harsh if they don't have to stand by their comments. References: |
Which of the following is true for the Student Version above?
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Item 5
In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.
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The study of learning derives from essentially two sources. Because learning involves the acquisition of knowledge, the first concerns the nature of knowledge and how we come to know things.... The second source in which modern learning theory is rooted concerns the nature and representation of mental life. References: |
Driscoll (2000) concludes that "the study of learning derives from essentially two sources... The first concerns the nature of knowledge and how we come to know things.... The second ... concerns the nature and representation of mental life" (p. 10).
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Which of the following is true for the Student Version above?
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