SUPPORT TECHNIQUES IN THE LEARNING PROCESS: THE CASE OF ANTIPLAGIARISM SYSTEMS

The widespread use of the Internet has given university students access to information resources on a level never experienced in the past. The bad news is that this issue increased the inappropriate use of those resources. In this paper we discuss the experience of using the Turnitin anti-plagiarism license. In total, 358 assignments were analyzed. We partly noticed a learning effect among students between assignment deliveries. The main conclusions drawn from the use of Turnitin anti-plagiarism license are positive and we have seen how students have become aware of the existence of this tool in the evaluation process, which in turn has led to greater attention and dedication to the writing process and to the development of ideas and concepts. It has also allowed to diminish suspicions about the authenticity of the work handed by the students, valuing the real effort, improving their relationship with the teacher reinforcing the authority of the latter. The incorporation of the license can also lead to some negative aspects: The generation of a feeling of rejection by the student by the exaggerated perception of control, the adaptation of written work to Turnitin requirements and the legal vacuum surrounding the dissemination of student work.