Richard J. Moniz|Joyce C. Fine|Leonard B. Bliss
The Effectiveness of Direct-Instruction and Student-Centered Teaching Methods on Students' Functional Understanding of Plagiarism
Johnson & Wales University|Florida International University|Florida International University
abstract improve students functional understanding plagiarism variety approaches tried within comprehensive information literacy program sessions taught module inside required communications skills class private university approaches taken included control directinstruction studentcentered sessions students taught content definitions regarding plagiarism circumstances instances constitute plagiarism go help avoiding plagiarism constitutes appropriate paraphrasing pretest posttest scores indicated approach performed significantly better others however even though students improved across methods nonetheless showed need handson practice