Solved by verified expert:For the past few weeks, we have been talking about, using, and analyzing Turnitin. While we’ve heard what classmates have to say about the tool, what do others outside of this University have to say?We also have required the use of reliable library and Internet resources in class, so it is time to have a serious discussion about Wikipedia, an Internet resource discouraged in graduate-level research.Week 1 Discussion PostFill out the form using your Trident student email and download a copy of the paper: What Do Students Think of Turnitin? See Survey Resultshttp://go.turnitin.com/paper/what-students-think-of-turnitin?_ga=2.54274667.2109403095.1512073371-2114262756.1510943088Compare and contrast your position compared to what was described in the article.This post should be 2 paragraphs in length (150-200 words). Since you are engaging in research, be sure to cite in the body of the post and add a reference list in APA format.This is a discussion question…. i attached the survey below
what_do_students_think_of_turnitin_survey.pdf
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SURVEY
What Do Students Think of Turnitin?
Students’ Views of Turnitin as a Learning Tool for Proper
Citation, Feedback Provision, and Writing Skills Improvement
Table of Contents
1.0 Introduction
1
2.0 Key Findings and Implications
3
3.0 Conclusion and Recommendations
12
4.0 Opportunities for Further Research
12
5.0 Appendix
13
Revolutionizing
the Experience of
Writing to Learn
turnitin.com
1.0 Introduction
1.1 Study Goals
Turnitin frequently engages with instructors on how they use our suite of tools. We hear from them often their perceptions,
informed by their expertise, of its effectiveness. However, we receive less frequent feedback from the constituents for
whom our services are ultimately meant to help: the learners. Therefore, Turnitin conducted a survey in early June, 2015,
with the explicit goal to ask students the following:
• What are their attitudes towards Turnitin?
• How has it helped them learn more about the value of originality and proper citation practices?
• How has Turnitin’s online grading features assisted them in their writing?
This directional study found that students’ responses strongly indicate that they value Turnitin’s services, and that it has
played a large role in both helping them to improve their writing and to learn how to avoid plagiarism. In fact, the data
demonstrate that a strong majority of students understand that Turnitin offers them value beyond “plagiarism policing.”
Additionally, the survey’s findings point to broader implications for the instruction of academic integrity and the provision
of feedback.
1.2 Survey Instrument
The questionnaire was open from June 2nd to June 12th, 2015, and was delivered using an online survey tool. The full
survey included a set of 23 questions, most of which were multiple choice. An invitation to take the survey was sent to all
students who had expressed an interest in Turnitin over the past year. 1,437 students responded and 933 completed every
question. Since this was intended to be a directional study, the analysis included all responses to each question, regardless
of whether the respondents completed the survey or not.
Since not all students have encountered all of Turnitin’s features, the survey was designed to serve up only those questions
regarding services with which each student was familiar. Therefore, only students who received Originality Reports
received questions about the reports (40%); only students who received comments through Online Grading received
questions about those features (10%); and students who were familiar with both received the full set of questions (50%)
(Figure 1).
FIGURE 1
Students Who Received Originality Reports and Feedback
361
482
0%
10%
20%
30%
Received Originality Reports Only
SURVEY | What Do Students Think of Turnitin?
90
%&’$
students
students
40%
50%
60%
students
70%
Received Originality Reports and Feedback
80%
90%
100%
Received Feedback Only
2
1.3 Respondents’ Characteristics
Of those who responded to our demographic questions, 33% (363) of students were from the graduate level, 54% (592)
were currently attending college, and 13% (134) were high school students (Figure 2). Since only 13 students were from
middle school, this study grouped their responses with those of the high schoolers for analysis purposes. The survey
received a relatively strong global representation, with 52% of students coming from the Americas (517 from the US, 53
from Canada, and 6 from Brazil and the Caribbean); 10% (81) from Australia and Oceania, 13% from Europe (105 from the
United Kingdom); 18% (127) from the Middle East and Asia; and 7% from Africa (44 from South Africa).
The survey asked students the classes in which they encountered Turnitin most frequently. 39% (427) reported that
they used it most commonly in English and Humanities courses; 24% (267) stated they used it the most in the Maths
and Sciences; 19% (206) responded with History and Social Sciences; and 18% (202) claimed they used Turnitin most
frequently in their Business and Economics classes. Though it is not entirely surprising that the largest group’s answer
was English and the Humanities, the diversity of responses indicates that Turnitin is being widely used across the range of
disciplines, particularly the STEM-related fields.
FIGURE 2
Students’ Levels of Education
1%
33%
Graduate Student
College / University
12%
High School (Grade levels: 9-12)
54%
Middle School (Grade levels: 6-8)
2.0 Key Findings and Implications
2.1 Key Finding: Students recognize the value of writing well and of using proper citation.
Overall, 95% (1,043) of students find the ability to write well “very” or “extremely important.” When asked why they value
writing as much as they do: 53% (587) claimed it is because writing well will help them communicate more effectively; 26%
(285) stated that it is because writing skills will help improve their chances for job success; and 18% (191) responded that
writing well will help them do better in school.
Additionally, 91% (1,001) of respondents believe that it is “very” or “extremely important” to avoid copying and pasting from
other sources. Considering the widespread prevalence of plagiarism, it might at first seem somewhat confounding that
so many students agreed with this statement. However, a simple explanation could serve to reduce this confusion: while
students value academic integrity, they may not be fully aware of what constitutes it. Results revealed in section 2.2 help to
support this position.
SURVEY | What Do Students Think of Turnitin?
3
2.2 Key Finding: The strong majority of students (79%) find Turnitin’s Originality Reports to
be “very” or “extremely helpful.” The more that instructors used the reports to discuss proper
citation practices and the more students used the reports to revise their work, the more likely
students are to say that they have become better at avoiding plagiarism.
79% (673) of those students who received Originality Reports found them to be “very” or “extremely” helpful. These
results correlate to students’ appraisals of the value of academic integrity. Of those who believe it is “very” or “extremely
important” to avoid copying and pasting, over 82% (637) found the reports to be “very” or “extremely helpful,” while only
49% (36) among those who believe it is only “somewhat,” “not very” or “not at all important” to avoid copying and pasting
said the same.
The majority of respondents (57%, 484) claim to have used their Originality Reports to revise their work “often” or “all
the time.” 23% (189) used the reports sometimes, and 20% (172) admitted to using the reports “not very often” or “not at
all.” Again, the frequency with which they consulted their reports for revision seems to correlate to their values regarding
academic integrity. 60% (460) of those who think that it is “very” or “extremely important” to avoid copying and pasting
used the reports “often” or “all the time,” while only 33% (24) of those who believe avoiding plagiarism is “somewhat,” “not
very,” or “not at all important” did the same.
The survey’s results indicate that instructors have a strong influence upon students’ revision practices. 69% (585) of
respondents claim that their instructors used Turnitin’s Originality Reports as an opportunity to discuss plagiarism and
proper citation practices. Students whose teachers discussed appropriate attribution techniques were much more likely to
use their individual reports to revise their work: 66% (385) of them claim to have revised “often” or “all the time.” Of those
whose instructors did not use the reports, only 38% (99) revised “often” or “all the time” (Figure 3).
FIGURE 3
How Often Students Use Turnitin Originality Reports to Revise their Work
100%
80%
76 students
124
students
60%
40%
20%
385
students
students
96
How Often Students
Revised Their Work
65
Often / All the time
students
99
students
Sometimes
Not very often
0%
Used Reports
Did Not Use Reports
Instructor Use of Turnitin Originality Reports
In terms of overall impact on students’ academic integrity skills, Turnitin appears to be quite effective. 57% (483) of
respondents stated that Turnitin has helped them become “much better” at avoiding plagiarism. 37% (315) believe that they
have become “somewhat better,” while only 6% (45) claim that they still “do not know how to avoid” plagiarism or “do not
know what plagiarism is.” As can be expected, students’ attitudes towards plagiarism, frequency with which they used their
Originality Reports, and instructors’ use of the reports all have an effect on these perceptions. For instance, 70% (336) of
those students who used their reports “often” or “all the time” report having become “much better” at avoiding plagiarism,
while only 41% (147) of those who did not use the reports as frequently said the same (Figure 4). Likewise, 63% (368) of
SURVEY | What Do Students Think of Turnitin?
4
students whose teachers referred to the reports to provide instruction on citation practices have become “much better” at
avoiding plagiarism, while only 45% (115) of those whose instructors did not use the reports improved as much (Figure 5).
In regards to this last set of results, it is worth noting that while there stands a gap between the two groups of students,
45% is still a sizeable amount of students claiming positive results. This may indicate that students’ use of Turnitin, on
its own without teacher support, is still effective. However, Turnitin still becomes much more effective when instructors
capitalize on it.
FIGURE 4
Students’ Perceptions of Turnitin’s Impact Based on How Often Students Use Reports
100%
14 students
11 students
20 students
132
Turnitin’s Impact on Students’
Understanding of Plagiarism
students
80%
97
students
86
students
60%
40%
81
20%
66
students
Often / All the Time
Turnitin has helped me become
somewhat better at avoiding plagiarism
I don’t know how to avoid /
I don’t know what plagiarism is
336
students
0%
Turnitin has helped me become
much better at avoiding plagiarism
Sometimes
students
Not Very Often / Not at All
How Often Student Use Originality Reports
FIGURE 5
Student’s Perceptions of Turnitin’s Impact Based on Instructor Use of Reports
100%
80%
18 students
27 students
132
students 199
students
97
students
60%
40%
students 86
students
81
20%
students
Used Reports
Turnitin has helped me become
much better at avoiding plagiarism
Turnitin has helped me become
somewhat better at avoiding plagiarism
I don’t know how to avoid /
I don’t know what plagiarism is
336
students 368
students
0%
116
Turnitin’s Impact on Students’
Understanding of Plagiarism
115
students 66
students
Did Not Use Reports
Instructor Use of Turnitin Originality Reports
SURVEY | What Do Students Think of Turnitin?
5
Lastly, in regards to prior attitudes, of those who believe Turnitin helped them become “much better” and “somewhat
better” at avoiding plagiarism: 94% (456) and 91% (284), respectively, believe that avoiding copying and pasting is “very” or
“extremely important.” However, only 71% (32) of those that still do not know what plagiarism is, or how to avoid it, believe
that avoiding plagiarism is “very” or “extremely important” (Figure 6). Referring back to section 2.1 of this paper, these
results may indicate that students’ attitudes towards plagiarism are influenced by how aware they are of it.
FIGURE 6
Importance of Plagiarism in Relation to Student’s Perceptions of Turnitin’s Impact
7 students
100%
8 students
20 students
4 students
23 students
9
80%
students
Importance of
Avoiding Plagiarism
Very / Extremely important
60%
Somewhat important
456
284
students
Not very / Not important
students
40%
32
students
20%
0%
Turnitin has helped me
become much better at
avoiding plagiarism.
Turnitin has helped me
become somewhat better
at avoiding plagiarism.
I don’t know how to avoid
/ I don’t know what
plagiarism is.
Students’ Perceptions of Turnitin’s Impact
2.3 Key Finding: Students prefer digital feedback (81%) over traditional pen and paper (19%)
and use Turnitin’s feedback to revise their work quite often (70%). The more often students use
feedback provided through Turnitin to revise their work, the more likely they are to say they have
become “much” or “very much” better at writing.
Of those students who have received comments and feedback through Turnitin’s Online Grading features, 81% (461) claim
to prefer receiving comments digitally, rather than through the traditional means of pen and paper. In regards to why postsecondary students prefer this digital mode, 57% (238) say that it supports better instruction, 50% (212) believe it makes
it easier to track the feedback, 43% (180) believe that digital feedback is easier to understand and 35% (146) say that it
comes back in a more timely fashion. Among secondary students, 76% (31) say that the feedback is easier to track, 63%
(26) claim that it is easier to understand, 39% (16) believe they receive it in a more timely manner, and 37% (15) say that
it facilitates better instruction. It is important to note that students were asked on this question to check all options with
which they agreed. One may observe that while the distribution of answers is quite different between each group,
a significant number of both secondary and post-secondary students believe that digital feedback is easier to keep track
of. One might hypothesize that this indicates feedback tracking is important, because it allows them to more easily refer to
the comments for application towards revision.
SURVEY | What Do Students Think of Turnitin?
6
70% (396) of students report having used the feedback they received from Turnitin to revise their work “often” or “all
the time.” And, not surprisingly, the more they used the feedback, then the more likely they were to say that their writing
improved. Overall, 69% (392) of students say that using the feedback given to them through Turnitin helped them write
“much better” or “very much better.” Of those who claim to have used their feedback for revision “often” or “all the time,”
83% (329) say they wrote “much” or “very much better,” while only 37% (62) of those who used the feedback “sometimes,”
“not often,” or “not at all” say the same (Figure 7).
FIGURE 7
Improvement of Student Writing Based on How Often Students Use Turnitin Feedback
100%
7 students
10 students
60
Student Perceptions
of Their Improvement
students
80%
23
60
students
60%
40%
students
Much / Very much better
Somewhat better
Not much / No better at all
329
students
15
students
53
20%
students
9
students
0%
Often / Extremely Often
Sometimes
Not Very Often / Not at All
How Often Students Used Turnitin Feedback
2.4 Key Finding: In regards to students’ desires for feedback, a majority of students (69%)
would like at least an even mix of recorded multimedia and written comments, and 84% would
find instant feedback to be very or extremely helpful.
When asked what proportion of their feedback students prefer to be in a written format versus a multimedia format (such
as audio or video), the largest group (41%, 230) say they would like to receive an even mix of the two. 22% (124) claim to
want most of their feedback to be recorded while 6% (36) want all of their feedback in an audio or video form. 18% (99) of
students want most of their feedback to be written, and only 13% (76) want all of their comments to be only in a written
format (Figure 8). This means that 87% (489) of students want at least some of their feedback to be presented through
an audio or video medium. This study’s authors do not find this finding to be particularly surprising, since students today
consume a large amount of information in multimedia formats through television, the Internet, and mobile devices.
SURVEY | What Do Students Think of Turnitin?
7
FIGURE 8
Students’ Preference for Written vs. Audio/Video Comments
6%
I only want to receive written feedback.
13%
I want most of my feedback to be written.
22%
18%
I want a mix of written and recorded comments.
I want most of my feedback to be recorded comments.
41%
I only want to receive recorded comments.
The survey also asked students how helpful instant feedback would be for them. 84% (477) reported that instant feedback
would be “very” or “extremely helpful,” 13% (71) said it would be somewhat helpful and only 3% (16) said that instant
feedback would be “not helpful at all.” These results speak to the importance that feedback should be given to students in
as timely, if not immediate, manner as possible.
2.5 Key Finding: Overall, 70% of students believe that Turnitin has value for learning beyond
plagiarism checking and 77% believe it has helped them become better writers. Students’ are
more likely to agree with these statements if they have had more exposure to Turnitin’s reports.
Survey participants were asked with which statement they agreed the most: is Turnitin useful only for plagiarism checking,
or does its value go beyond that? 70% (756) most agree that Turnitin is useful for more than just plagiarism checking. It
appears that the more exposure to Turnitin’s reports, the more likely students were to agree with this premise. For instance,
63% (225) of those who had only received Originality Reports agree, 73% (65) of those who only received comments
through Online Grading say the same, and 78% (370) of those who received both believe the statement to be true (Figure 9).
FIGURE 9
Students’ Views on Turnitin and Plagiarism Based on Types of Reports Used
100%
80%
24
students
134
104
students
students
Turnitin is only useful for
preventing plagiarism.
Turnitin is useful for much more
than just preventing plagiarism.
60%
40%
65
225
students
Originality Reports
Online Grading
370
students
students
20%
0%
SURVEY | What Do Students Think of Turnitin?
Both
8
Most importantly, survey results demonstrate that Turnitin has a strong, positive impact on student writing skills. According
to the students, 77% (827) agree that Turnitin has helped them become better writers. Once more, their level of exposure
to the reports seems to connect with their likelihood to agree with this statement. 70% (250) of those who only received
Originality Reports say that Turnitin has helped them become better writers, while 81% (72) of those who only received
comments say the same. However, 87% (411) of the students who received both Originality Reports and feedback believe
Turnitin has helped them to improve their writing skills (Figure 10).
FIGURE 10
Students’ Views on Their Writing Skills and Turnitin Based on Types of Reports Used
100%
109
80%
76
students
students
17
122
students
students
62
students
46
students
Turnitin has not helped me
become a better writer.
Turnitin has helped me
become a better writer.
60%
72
students
40%
250
411
students
students
20%
0%
Originality Reports
Online Grading
Both
2.6 Key Finding: Qualitative results correspond to the quantitative findings, and demonstrate
that students value Turnitin’s services. They believe that it has helped them improve upon their
writing skills and learn how to avoid plagiarism.
The survey offered respondents an open-ended question in which they could provide any comments about Turnitin they
wanted. 618 people provided comments, the majority of which were positive and complimentary of Turnitin. Obviously,
all responses to a question of this type are not going to be positive, and several students did provide criticism, …
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