Clare S. Johnson

Bio: Clare S. Johnson is an academic researcher from University of New South Wales. The author has contributed to research in topics: Cheating & Plagiarism detection. The author has an hindex of 2, co-authored 4 publications receiving 21 citations.

Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

Abstract: The inclusion of online elements in learning environments is becoming commonplace in Post Compulsory Education. A variety of research into the value of such elements is available, and this study aims to add further evidence by looking specifically at the use of collaborative technologies such as online discussion forums and wikis to encourage higher order thinking and self-sufficient learning. In particular, the research examines existing pedagogical models including Salmon’s five-stage model, along with other relevant literature. A case study of adult learners in community-based learning centres forms the basis of the research, and as a result of the findings, an arrow model is suggested as a framework for online collaboration that emphasises the learner, mentions pre-course preparation and then includes three main phases of activity: post, interact and critique. This builds on Salmon’s five-stage model and has the benefit of being flexible and responsive, as well as allowing for further development beyond the model, particularly in a blended learning environment. (Published: 28 July 2017) Citation: Research in Learning Technology 2017, 25 : 1981 - http://dx.doi.org/10.25304/rlt.v25.1981

Using Digital Forensic Techniques to Identify Contract Cheating: A Case Study.

Abstract: Contract cheating is a major problem in Higher Education because it is very difficult to detect using traditional plagiarism detection tools. Digital forensics techniques are already used in law to determine ownership of documents, and also in criminal cases, where it is not uncommon to hide information and images within an ordinary looking document using steganography techniques. These digital forensic techniques were used to investigate a known case of contract cheating where the contract author has notified the university and the student subsequently confirmed that they had contracted the work out. Microsoft Word documents use a format known as Office Open XML Format, and as such, it is possible to review the editing process of a document. A student submission known to have been contracted out was analysed using the revision identifiers within the document, and a tool was developed to review these identifiers. Using visualisation techniques it is possible to see a pattern of editing that is inconsistent with the pattern seen in an authentic document.

Using digital forensics in higher education to detect academic misconduct

Abstract: Abstract Academic misconduct in all its various forms is a challenge for degree-granting institutions. Whilst text-based plagiarism can be detected using tools such as Turnitin™, Plagscan™ and Urkund™ (amongst others), contract cheating and collusion can be more difficult to detect, and even harder to prove, often falling to no more than a ‘balance of probabilities’ rather than fact. To further complicate the matter, some students will make deliberate attempts to obfuscate cheating behaviours by submitting work in Portable Document Format, in image form, or by inserting hidden glyphs or using alternative character sets which text matching software does not always accurately detect (Rogerson, Int J Educ Integr 13, 2017; Heather, Assess Eval High Educ 35:647-660, 2010). Educators do not tend to think of academic misconduct in terms of criminality per se, but the tools and techniques used by digital forensics experts in law enforcement can teach us much about how to investigate allegations of academic misconduct. The National Institute of Standards and Technology’s Glossary describes digital forensics as ‘the application of computer science and investigative procedures involving the examination of digital evidence - following proper search authority, chain of custody, validation with mathematics, use of validated tools, repeatability, reporting, and possibly expert testimony.’ (NIST, Digital Forensics, 2021). These techniques are used in criminal investigations as a means to identify the perpetrator of, or accomplices to, a crime and their associated actions. They are sometimes used in cases relating to intellectual property to establish the legitimate ownership of a variety of objects, both written and graphical, as well as in fraud and forgery (Jeong and Lee, Digit Investig 23:3-10, 2017; Fu et. al, Digit Investig 8:44–55, 2011 ). Whilst there have been some research articles and case studies that demonstrate the use of digital forensics techniques to detect academic misconduct as proof of concept, there is no evidence of their actual deployment in an academic setting. This paper will examine some of the tools and techniques that are used in law enforcement and the digital forensics field with a view to determining whether they could be repurposed for use in an academic setting. These include methods widely used to determine if a file has been tampered with that could be repurposed to identify if an image is plagiarised; file extraction techniques for examining meta data, used in criminal cases to determine authorship of documents, and tools such as FTK™ and Autopsy™ which are used to forensically examine single files as well as entire hard drives. The paper will also present a prototype of a bespoke software tool that attempts to repurpose some of these techniques into an automated process for detecting plagiarism and / or contract cheating in Word documents. Finally, this article will discuss whether these tools have a place in an academic setting and whether their use in determining if a student’s work is truly their own is ethical.

Using digital forensics in higher education to detect academic misconduct

Abstract: Abstract Academic misconduct in all its various forms is a challenge for degree-granting institutions. Whilst text-based plagiarism can be detected using tools such as Turnitin™, Plagscan™ and Urkund™ (amongst others), contract cheating and collusion can be more difficult to detect, and even harder to prove, often falling to no more than a ‘balance of probabilities’ rather than fact. To further complicate the matter, some students will make deliberate attempts to obfuscate cheating behaviours by submitting work in Portable Document Format, in image form, or by inserting hidden glyphs or using alternative character sets which text matching software does not always accurately detect (Rogerson, Int J Educ Integr 13, 2017; Heather, Assess Eval High Educ 35:647-660, 2010). Educators do not tend to think of academic misconduct in terms of criminality per se, but the tools and techniques used by digital forensics experts in law enforcement can teach us much about how to investigate allegations of academic misconduct. The National Institute of Standards and Technology’s Glossary describes digital forensics as ‘the application of computer science and investigative procedures involving the examination of digital evidence - following proper search authority, chain of custody, validation with mathematics, use of validated tools, repeatability, reporting, and possibly expert testimony.’ (NIST, Digital Forensics, 2021). These techniques are used in criminal investigations as a means to identify the perpetrator of, or accomplices to, a crime and their associated actions. They are sometimes used in cases relating to intellectual property to establish the legitimate ownership of a variety of objects, both written and graphical, as well as in fraud and forgery (Jeong and Lee, Digit Investig 23:3-10, 2017; Fu et. al, Digit Investig 8:44–55, 2011 ). Whilst there have been some research articles and case studies that demonstrate the use of digital forensics techniques to detect academic misconduct as proof of concept, there is no evidence of their actual deployment in an academic setting. This paper will examine some of the tools and techniques that are used in law enforcement and the digital forensics field with a view to determining whether they could be repurposed for use in an academic setting. These include methods widely used to determine if a file has been tampered with that could be repurposed to identify if an image is plagiarised; file extraction techniques for examining meta data, used in criminal cases to determine authorship of documents, and tools such as FTK™ and Autopsy™ which are used to forensically examine single files as well as entire hard drives. The paper will also present a prototype of a bespoke software tool that attempts to repurpose some of these techniques into an automated process for detecting plagiarism and / or contract cheating in Word documents. Finally, this article will discuss whether these tools have a place in an academic setting and whether their use in determining if a student’s work is truly their own is ethical.

Using rubrics to improve the assessment lifecycle: a case study

Abstract: This paper explores whether students’ learning outcomes can be improved through the use of self-assessment rubrics. Students on a computer programming module in a Higher Education Institution were ...

Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning.

Abstract: This research explores the influencing factors of learning satisfaction in blended learning. Three dimensions are proposed: perceived usefulness, perceived ease of use, and learning motivation. It studied how these variables affect students’ learning satisfaction. The research hypotheses are: (1) Perceived ease of use positively affects perceived usefulness; (2) Perceived usefulness and perceived ease of use will have a positive effect on learning motivation; (3) Learning motivation positively affects learning satisfaction; (4) Perceived usefulness has a positive intermediary effect on the relationship between perceived ease of use and learning motivation. Participants included 173 freshmen who took the first-year interactive game design course at Ling Tung University in Taichung, Taiwan. The questionnaire survey method is applied in this research to analyze the relationship between the variables and verify the hypothesis based on the collected 173 valid questionnaires. The partial least square method structural equation model (PLS-SEM) is used to carry out structural equation modeling to study the relationship between latent variables. It explains that the perceived ease of use affects the perceived usefulness. Perceived usefulness and perceived ease of use have a positive impact on learning motivation. Learning motivation has a positive impact on learning satisfaction. Perceived usefulness as an intermediary factor of perceived ease of use has an indirect impact on learning motivation. The contribution of this research is to provide empirical evidence and explain what factors may affect learning satisfaction. Some other related factors that may affect learning satisfaction should be taken as the factors that teachers should pay attention to when implementing blended learning.

Students’ performance in blended learning: disciplinary difference and instructional design factors

Abstract: Significant enhancement in students’ learning performance has been noticed in blended learning courses. Yet, the differential effect of blended learning as a function of disciplinary difference has not widely been explored. Moreover, studies on the critical factors related to students’ performance measured by objective course grades are recognized to a lesser extent compared with those using self-reported or perceived learning achievement. In the present study, the effect of blended learning in hard and soft courses is discerned. Factors related to students’ performance measured by final course grades are unraveled, controlling for the effects of gender and prior learning achievement. The participants (N = 571) are students following blended learning courses at a public university in Vietnam. A questionnaire is employed to collect data, which is subject to confirmatory factor analysis and hierarchical regression analyses. The results show that students in soft disciplines obtain higher grades than peers in hard disciplines. Clear goals and expectations, material quality, and collaborative learning are significant predictors of students’ performance.

Contract cheating in higher education: a systematic literature review and future research agenda

Abstract: Contract cheating is an increasingly challenging problem facing the higher education sector. This study assesses the current state of contract cheating research from various methodological and empi...

Examining the role of learning support in blended learning for adults' social inclusion and social capital

Abstract: In a digitalized society blended learning has become a favorable approach in adult education. Blended learning is showing promise as a teaching approach because of the variety of learning opportunities that can be created. Furthermore, participation in adult education can contribute to social benefits for adults, of whom a certain amount is at risk of social exclusion. However, scholars have not yet fully uncovered the educational factors in a blended learning environment that contribute to these social benefits. The present study, therefore, examines whether and how various types of learning support in blended courses are related to adults' social inclusion and social capital. A questionnaire (N = 139) measured adults' perceptions of diverse types of learning support, social inclusion and social capital. The results revealed that instructional support consists of two factors, namely informational support and process guidance. Informational support is negatively related to social participation, whereas process guidance positively determines social participation. In addition, transfer and peer support are positively associated with social connectedness and social capital. The results advance empirical knowledge by establishing that instructors should offer several types of support and facilitate peer support throughout blended learning in order to achieve positive changes in adults' social inclusion and social capital.

A bibliometric analysis of academic misconduct research in higher education: Current status and future research opportunities.

Abstract: The literature on academic misconduct has seen unprecedented growth over the past 20 years. As the research into this vital topic has grown, there have been a few reviews attempting to consolidate the literature. While the extant reviews have been insightful, a careful analysis reveals that these have somewhat different emphases, methods, and time intervals. Our study employs a bibliometric analysis approach on a large set of studies (779) published between 2000 and 2020. The analysis uncovers the key clusters, countries' co-authorship and evolution of research over the past two decades. It enriches contemporary knowledge on multifaceted issues of academic misconduct and offers resonant insights for academics, students, and policymakers. The paper concludes with several promising opportunities for future research.