In the subsections that follow, we elaborate on specific topics related to text-matching software in postsecondary contexts including (Section 2.1) plagiarism rates and the influence of the Internet (Section 2.2) emergence of text-matching software and (Section 2.3) previous reviews of TMS. We defined “postsecondary” as including universities and colleges, regardless of funding type (e.g., private or public) or the types of credentials they awarded (e.g., degrees, diplomas, and certificates).
Background: Text-Matching Software in Postsecondary ContextsĪlthough TMS is used in a variety of contexts including K-12 education, higher education, and scholarly publication, we delimited our study to examining the use of TMS in postsecondary contexts.
Understanding the empirical evidence about how TMS is used to prevent violations of academic integrity and promote student learning can help institutions, educators, and policy makers make more informed decisions about how or if to use it. Commercially available text-matching software (TMS) has been adopted by many institutions in an effort to reduce violations and help students develop academic writing skills. Plagiarism remains one of the most prominent types of academic misconduct across higher education.
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