| The occurrence of plagiarism is an ongoing problem in higher education. This qualitative, multiple case study explored the possibility of instructional design as part of the solution. The goal of the study was to develop an instructional design model that would guide course designers (and instructors) in the creation of online courses and written assessments that will deter plagiarism. Participants included 28 faculty from various, regionally accredited, U.S. institutions of higher education, representing varying course levels and academic disciplines. Qualitative data were collected via an online survey that asked participants to reflect on the course structure, development, and design of the online courses that they have taught as well as to identify which of the remedies for plagiarism uncovered in the literature have been implemented in online courses. Based on the findings of the survey, a tentative instructional design model to deter plagiarism was developed. Participants were then asked to complete another online survey critiquing the newly developed model. Based on the findings from the second survey, a final version of the instructional design model was developed. |
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