Facilitating undergraduates’ plagiarism-free academic writing practices in a blended learning scenario-Reference-Cited by-同舟云学术

Facilitating undergraduates’ plagiarism-free academic writing practices in a blended learning scenario

Published:2022-07-22 Issue: Volume: Page:1-14
ISSN:1470-3297
Container-title:Innovations in Education and Teaching International
language:en
Short-container-title:Innovations in Education and Teaching International

Author:

Zhang Yin¹^ORCID,Chu Samuel Kai Wah²,Qiu Xuyan³,Zainuddin Zamzami⁴^ORCID,Li Xiuhan⁵

Affiliation:

1. Department of Education, Ocean University of China, Qingdao, P. R. China

2. Faculty of Education, the University of Hong Kong, Hong Kong, P. R. China

3. Department of English and Communication, the Hong Kong Polytechnic University, Honk Kong, P.R China

4. Faculty of Education, Universiti Malaya, Malaysia

5. Hubei Research Center for Educational Informationization, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, P. R. China

Funder

Science Education Committee of China Association of Higher Education

Shandong Social Science Planning Research 2020 Project

Qingdao Educational Science Thirteenth Five-Year Plan 2020 Project

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/14703297.2022.2102529

Reference38 articles.

1. Are we encouraging patchwriting? Reconsidering the role of the pedagogical context in ESL student writers’ transgressive intertextuality

2. 246 reasons to cheat: An analysis of students’ reasons for seeking to outsource academic work

3. The influence of culture and educational context on Chinese students’ understandings of source use practices and plagiarism

4. My Word!

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