Blog

  • Survey: What Do Students Think of Turnitin?

    Students’ Views of Turnitin as a Learning Tool for Proper Citation, Feedback Provision and Writing Skills Improvement

    We’re fortunate enough to have great relationships with the educators who use Turnitin, but we don’t have as many opportunities to engage with the people we are ultimately trying to help the most -- the learners. That’s why we surveyed students to find out what they think about the value of writing, originality and feedback, and then also to ask them their opinions about Turnitin. The results were encouraging and quite positive.

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  • Announcing the Winter Wonderland QuickMark Contest Winner!

    Happy Holidays!

    A big thanks to the Turnitin community for submitting hundreds of creative and winter-related QuickMarks. It was a tough choice to choose the top 10 given the creativity and instructional depth of many of the QuickMarks.

    Also following each winning QuickMark is what the individual had to say about why this QuickMark should win and the projects they chose to donate to via Donorschoose.org.


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  • Turnitin Receives 2014 Award of Excellence

    Turnitin has been recognized as a 2014 winner in the prestigious 32nd Annual Awards of Excellence by Tech & Learning Magazine.

    20141120-TL AwardsWith more than 150 edtech products evaluated, Turnitin is awarded in the Best Upgraded Product category. This category honors already released products that have made significant enhancements since the previous version of the same product and evolved with the changing technology to continue to offer the highest quality experiences for educators and students.

    Tech & Learning previously recognized Turnitin with an Award of Excellence in 2012. In the past two years Turnitin has made significant upgrades, including:

    • Expanded its service to “grade anything” for evaluating all types of student work (beyond writing)
    • Integrated a “cloud submit” that allows student paper submissions from Google Drive and Dropbox
    • Launched an iPad app that allows educators to “grade anywhere” (surpassing 100,000+ downloads)
    • Launched interactive website that rates student research sources
    • Released grading rubric as a free educational resource


    Read more about the Awards of Excellence.


  • Student Perceptions of Effective Feedback

    In a recent survey to students, we asked them about effective forms of feedback. What do they really think about the feedback that they receive? Do they find it helpful, timely, or actionable? Also, what types of feedback do students most want to see? Sign up to receive the full infographic and white paper later this month!

    Sign up

    Until then, here's a list of the most helpful or favorite forms of feedback from our respondents:


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  • Acquisition of Turnitin Enables Growth and Development

    Turnitin then and nowToday (June 2, 2014), we announced that iParadigms LLC—creators of Turnitin—would be acquired by Insight Venture Partners. What this means for educators and educational institutions around the world, is that we'll be able to further extend Turnitin's features to better meet their needs.

    We'll be able to do this by hiring more talented engineers, developers, and technical staff in our main offices in North America and Europe. Thanks to the thousands of suggestions from our Turnitin users, we have a long pipeline of ideas for new and improved features. To view upcoming features and release notes, or to view, suggest or vote on ideas, log into Turnitin and click the Roadmap link.

    This acquisition will also help us expand globally—better and faster. While Turnitin is already being used by institutions in 135 countries—and in countries like Australia, Canada, U.K., and U.S., we are used by a majority of top institutions—there are still tens of thousands of schools that still need and want access to Turnitin to prevent potential plagiarism and to streamline the submission and grading processes. Our product team will work to optimize Turnitin to specifically meet the needs of various countries and languages. We'll also be able to grow our sales, training, and support teams to reach these schools globally, make sure their faculty and students are successful in using Turnitin, and helping folks along the way.

    We have some exciting times ahead, and we thank you for coming along for the ride.

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  • Q&A on Trendlines in Education and Technology

    headshot-teddi-fishman-110x130In our Plagiarism Education Week webcast with Bryan Alexander from NITLE, "Glimpsing the Future in the Present: Surveying Trendlines in Education and Technology," he explored some trends and how they will impact education in the future. We received many great questions during the presentation, but couldn’t get to them all in the short time we had. Bryan has posted his responses to some of these unanswered questions here on the Turnitin blog.

    Farah: To link to our theme on Plagiarism, do you believe there are trends that we can trace with the proper versus misuse of knowledge attribution with the advance of technology?

    BA: It's possible that document ecosystems (Kindle, iBooks) make it easier to identify and credit authorship. The free play of open content might, perversely, make that more difficult. The rising importance of datasets will lead to new plagiarism questions, since those aren't as easily acknowledged or understood as creative work.

    Bhagavathy: What kind of trends do we have in adult learning? Especially the kind where people are trying to shift careers?

    BA: Great question. First, a strong emphasis on convenience for learning, hence the appeal of online learning. Second, a focus on practical skills.
    It's possible we'll see an expansion of traditional-age undergraduate institutions to include more adult learning.

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  • Q&A on Harnessing the Power of Choice and Teachable Moments

    headshot-teddi-fishman-110x130In our recent Plagiarism Education Week webcast with ICAI's Teddi Fishman, "Harnessing the Power of Choice and Teachable Moments in the Development of Integrity," she identified and discusses strategies for helping students learn to make informed choices about academic integrity and suggest ways to make the best use of "teachable moments" when they choose incorrectly.

    We received so many great questions from our audience that we couldn't answer them all on the air. Teddi was kind enough to respond to some of the additional questions here on our blog.

    June: Since all instructors contribute to teaching students academic integrity, do you have any suggestions regarding techniques administration can use to encourage all educators to help reinforce the importance of academic integrity in the classroom?

    Teddi Fishman (TF): That's a great question. I'm really lucky in that I get to see how people do this in different places, and the range is so wide. It has a lot to do with the particular environment, but I will say that one of the commonalities seems to be administrators who are less concerned with raw out-puts (test scores, graduation rates) than with the quality of both the instruction and the graduates. That's one of the reasons that efforts like NCLB are often counter-productive to integrity. If you base your rewards on things like test scores, you're running the risk of teachers getting the message that the scores are the only important thing, whereas what we *want* to convey is that we'd rather have students with an honestly earned C than a dishonestly earned A.

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  • Understanding Plagiarism with Help from Dr. Seuss

    In Stephen Fox's recent webcast, "Understanding Plagiarism with Help from Dr. Seuss," he highlighted how he demonstrates several ways of attempting to paraphrase Green Eggs and Ham to add familiarity, memorability and fun into the plagiarism discussion at Hawai'i Pacific University.

    Webcast: Understanding Plagiarism with Helpf from Dr. Seuss

    "The purpose of the presentation is prophylaxis for the persistent plague of plagiarized papers," said Fox as he channeled his inner Dr. Seuss. "Pleasantly, the percentage of plagiarizing pupils plummeted!"

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  • Turnitin. A Love Story

    We love our Turnitin educators. We're fortunate to have such passionate people using Turnitin. Instructors that do whatever it takes to help their students become successful. Teachers that share their knowledge, share their experience, and share their passion. Educators that give, and give, and give.

    We love our Turnitin educators. We're passionate about helping you excel. So if we can help you help your students become successful, we will. If we can help you share your knowledge, share your experience, and share your passion, we will. If we can help you give (faster feedback), and give (consistent feedback), and give (richer feedback), we will. We do.

    Happy Valentines Day from Turnitin.


  • Survey Finds Turnitin Saves Time and Improves Feedback

    A survey of instructors was conducted by Turnitin to determine the tangible impact of the benefits experienced using Turnitin for online grading and feedback. 350 Turnitin instructor-users took the survey which touched on three core tenets of Turnitin's grading platform.

    The survey ultimately found that instructors who grade with Turnitin:

    • reduce grading time by 31.4%;
    • improve the quality of feedback by 52%;
    • increase the level of student engagement by 46%.

    Respondents found 2 aspects of Turnitin's online grading most beneficial:

    • 39% said it "Saves me time compared to pen and paper methods of grading"
    • 31% said it "Helps me provide richer feedback to students o their writing assignments"

    Among instructors that said saving time was the greatest benefit of grading with Turnitin, we found that on average, they reduced their time spent grading by 31.4%. To calculate this, we asked each instructor, "In one hour, how many typical student papers could you grade" using traditional pen-and-paper methods as well as using Turnitin. Of course answers varied depending on the instructors' class, level, and assignment types, but was controlled for since instructors essentially offered comparative rates for their own papers. We converted these papers-per-hour rates into minutes-per-paper rates, and calculated the difference between these rates for each instructor.

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