Academic Integrity Working Group Report

Hay, Catherine and Sherwin, Leonie and Dowe, Amelia and Eacersall, Douglas ORCID: https://orcid.org/0000-0002-2674-1240 and Emmerson, Mark ORCID: https://orcid.org/0000-0003-1807-182X and Thangavelu, Anbarasu (2017) Academic Integrity Working Group Report. Project Report. University of Southern Queensland , Toowoomba, Australia. [Report]

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Abstract

The Academic Integrity Working Group (AIWG) was formed to investigate the suitability of Grammarly as a tool to support the academic integrity of student work at USQ. The Working Group comprised of members of the Education Support, Research Support and Student Learning and Development teams within Library Services.

The main focus was to evaluate the software’s effectiveness in reducing accidental plagiarism, developing students’ academic writing skills and enhancing students’ competence in information literacy. This was achieved by conducting trials to compare the functionality of different versions of Grammarly and Turnitin software.

The findings indicate that Grammarly is not a useful tool for supporting academic integrity. The AIWG recommends that the use of the software should not be further pursued in this context. The software was further found to be limited in its potential as a teaching tool for academic writing.


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Item Type: Report (Project Report)
Item Status: Live Archive
Additional Information: File reproduced in accordance with the copyright policy of the publisher/author.
Faculty/School / Institute/Centre: Current - Academic Division - Library
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Arts and Communication (1 Jul 2013 - 28 Feb 2019)
Date Deposited: 16 Aug 2022 01:30
Last Modified: 08 Sep 2022 05:41
Uncontrolled Keywords: Academic integrity, Grammarly, Turnitin
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390303 Higher education
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160304 Teaching and instruction technologies
URI: http://eprints.usq.edu.au/id/eprint/50934

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