Item 3 In the case below, the original source material is given along with a sam
ID: 3912997 • Letter: I
Question
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.
Original Source Material
Student Version
There is a desperate need for theorists and researchers to generate and refine a new breed of learning-focused instructional design theories that help educators and trainers to meet those needs, (i.e., that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity). The health of instructional-design theory also depends on its ability to involve stakeholders in the design process.
References:
Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.
We need theorists and researchers to generate and refine learning-focused instructional design theories. Such theories will help educators and trainers to meet needs that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity. Instructional-design theory must involve stakeholders in the design process.
References:
Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Original Source Material
Student Version
There is a desperate need for theorists and researchers to generate and refine a new breed of learning-focused instructional design theories that help educators and trainers to meet those needs, (i.e., that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity). The health of instructional-design theory also depends on its ability to involve stakeholders in the design process.
References:
Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.
We need theorists and researchers to generate and refine learning-focused instructional design theories. Such theories will help educators and trainers to meet needs that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity. Instructional-design theory must involve stakeholders in the design process.
References:
Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.
Explanation / Answer
FIRST CHECKING FOR WORD-FOR WORD PLAGIARISM
Here in the original source material when compared to student version, in order to have word-for word plagiarism the student version should have at least seven word in common to original source without having any reference to the original source version.
Over here we could clearly observe that there is no such direct copy in student version although we could see context of paragraphs are matching but not exact words. Also student version has put the references of his version.
So, as there is lack of direct word to word matching of both versions and reference is also mentioned there in student version so there is no word-to-word plagiarism present in student version.
CHECKING PARAPHRASING PLAGIARISM
For two documents to have paraphrasing plagiarism the context of two documents should match and over here in the student version we could clearly observe that student version and original version are saying same things. There context is same so there is chance of paraphrasing plagiarism.
But over here student has also mentioned the reference of his version, so by doing so he is not saying that his version his own rather he is just giving reference to his version. Although using the same context of original version giving reference to that part of version does not imply paraphrasing plagiarism.
Thus we could say that student is not doing paraphrasing plagiarism.
From our three given options 3rd option is correct as student version gives reference to the work.
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