Chapter 9 21 Years of Worldwide Learning Online

Indiana University Plagiarism Tutorials and Tests

In: Handbook of Research in Online Learning
Author:
Theodore W. Frick
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Type:
Chapter
Pages:
221–237
DOI:
https://doi.org/10.1163/9789004702813_009

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Abstract

The Indiana University Plagiarism Tutorials and Tests (IPTAT) were originally designed as an online resource for students in Instructional Systems Technology at Indiana University Bloomington. That was in 2002. IPTAT was soon discovered and adopted by instructors outside of IST—eventually from all over the world.

A revised version of IPTAT is still in use in 2023. Millions of students around the world have benefited from IPTAT instruction. Over a million students have passed one of the trillions of difficult Certification Tests since 2016.

This chapter briefly summarizes the history of IPTAT over the past 21 years. While early usage of the legacy version of IPTAT is discussed, I largely focus on the newer design that was implemented in 2016 and on significant changes made in the past few years.

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Cover Handbook of Research in Online Learning
E-Book ISBN:
9789004702813
Publisher:
Brill
Print Publication Date:
25 Sep 2024
Front Matter
Chapter 1 Lessons Learned in Conducting a Systematic Review in Online Learning
Chapter 2 The Study of Adult Learners in Distance Education
Chapter 3 Theories and Models to Frame, Inform, and Stimulate Online Learning
Chapter 4 What We Know about Online Teacher Education
Chapter 5 A Responsive, Consultative Professional Development Model for Online Engagement
Chapter 6 Active Learning by Design
Chapter 7 An Integrative Review of Adult Learners’ Informal Learning in Online Settings
Chapter 8 Metatextual Dimensions of Multimodal Literacy Engagement
Chapter 10 A Critical Review of Two Automated Adaptive Teaching Systems in Mathematics and Chemistry
Chapter 11 Automated Analysis and Visualization of Online Learning Experiences and Engagement
Chapter 12 Evidence-based Practices for Developing a Community of Inquiry
Chapter 13 Pre-service Teachers’ Preparation for Teaching Online
Chapter 14 Micro Investment, Big Reward
Chapter 15 Selecting Media and Methods to Facilitate Blended Learning
Chapter 16 The Impact of Digital Learning on Racially Minoritized and Poverty-Affected College Students
Chapter 17 Remote Academic Advising for Colleges and Universities
Chapter 18 Online Mentoring in the Digital Age
Chapter 19 Mental Fatigue in Online Learning
Chapter 20 Analysis of Patterns in Time for Evaluating Online Instruction
Chapter 21 The Difference between Emergency Remote Teaching and Online Learning
Chapter 22 Exploring the Impact of E-Texts on Student Learning in Online Education
Chapter 23 Supporting AI-Enhanced Active Online Learning Experiences
Chapter 24 Student Perceptions of Learning with Instructional AI Assistance in Online Discussions
Chapter 25 Gamification for Higher Education Applications
Chapter 26 Developing a Quality Assurance Approach for an Online Professional Military Education Institution
Chapter 27 Skills for Student Success in Online Learning
Back Matter

  • Frick, T. (1989). Bayesian adaptation during computer-based tests and computer-guided practice exercises. Journal of Educational Computing Research, 5(1), 89–114. https://doi.org/10.2190/60HH-77DG-WK36-PG43

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  • Frick, T. (1990). A comparison of three decision models for adapting the length of computer-based mastery tests. Journal of Educational Computing Research 6(4), 469–503. https://doi.org/10.2190/REB5-92JC-YPQM-AMTE

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  • Frick, T. (1992). Computerized adaptive mastery tests as expert systems. Journal of Educational Computing Research, 8(2), 187–213. https://doi.org/10.2190/J87V-6VWP-52G7-L4XX

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  • Frick, T., & Dagli, C. (2016). MOOC s for research: The case of the Indiana University Plagiarism Tutorials and Tests. Technology, Knowledge and Learning, 21(2), 255–276. https://doi.org/10.1007/s10758-016-9288-6

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  • Frick, T. W., Dagli, C., Kwon, K., & Tomita, K. (2018). Indiana University Plagiarism Tutorials and Tests: 14 years of worldwide learning online. In B. Hokanson, et al. (Eds.), Educational technology and narrative: Story and instructional design (Chapter 16, pp. 191–205). Springer. https://doi.org/10.1007/978-3-319-69914-1_16

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  • Frick, T. W., Myers, R., & Dagli, C. (2022a). Analysis of patterns in time for evaluating first principles of instruction (Featured research). Educational Technology Research and Development, 70(1), 1–29. https://doi.org/10.1007/s11423-021-10077-6

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  • Frick, T. W., Myers, R. D., Dagli, C., & Barrett, A. F. (2022b). Innovative learning analytics for evaluating instruction: A big data roadmap to effective online learning. Routledge. https://doi.org/10.4324/9781003176343

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  • IPTAT. (n.d.). Indiana University Plagiarism Tutorials and Tests. https://plagiarism.iu.edu/

  • Merrill, M. D. (2013). First principles of instruction: Identifying and designing effective, efficient, and engaging instruction. Pfeiffer. ISBN: 978-0-470-90040-6

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  • Merrill, M. D. (2020). M. David Merrill’s first principles of instruction. Association for Educational Communications and Technology. ISBN: 978-0-9970755-5-7

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  • Welch, R., & Frick, T. (1993). Computerized adaptive mastery tests in instructional settings. Educational Technology, Research & Development, 41(3), 47–62. https://doi.org/10.1007/BF02297357

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