What Could Possibly Be Problematic About Digital Learning?

  • Mervyn Lebor


The triggers for research in this chapter into the disruptive aspects of ICT learning, teaching and assessment were from several sources. In my work over many years as a Quality Reviewer/External Moderator, I have been highly conscious of many tutors’ concerns around plagiarism in students’ work. This was not merely copying and pasting material that could be picked up either through software, such as TURNITIN and URKUND, or by typing phrases into Google and finding that essays supposedly written by students came up verbatim on the Internet; this was something far more sinister.


  1. Agatston, P. W., Kowalski, R., & Limber, S. (2007). Students’ perspectives on cyber bullying. Journal of Adolescent Health, 41, 59–60.CrossRefGoogle Scholar
  2. Anon. (2014, October 1). I know students who buy essays online are being ripped off – I used to write them. The Guardian.
  3. Aviram, A., & Talmi, D. (2004). The impact of ICT on education: The three opposed paradigms, the lacking discourse. Retrieved from Elearning Europa website:
  4. Chowcatt, I., Phillips, B., Popham, J., & Jones, I. (2008). Harnessing technology: Preliminary identification of trends affecting the use of technology for learning. Coventry: Becta.Google Scholar
  5. Darlene, C. (2014). The successful virtual classroom: How to design and facilitate interactive and engaging live online learning. New York: Amacom.Google Scholar
  6. FELTAG. (2013). Paths forward to a digital future for further education and skills.
  7. Fisher, T., Higgins, C., & Loveless, A. (2006). Teachers learning with digital technologies: A review and of research and projects. Futurelab Report No 14. Retrieved from
  8. Freire, P. (1972). The pedagogy of the oppressed. Harmondsworth: Penguin.Google Scholar
  9. Granberg, C. (2010). Social software for reflective dialogue: Questions about reflection and dialogue in student teachers’ blogs. Technology, Pedagogy and Education, 19(3), 345–360. Routledge.Google Scholar
  10. Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitments, constrains, caution, and change. Journal of Curriculum Studies, 37(2), 155–192.CrossRefGoogle Scholar
  11. Jurdi, R., Hage, H., & Henry, P. (2011). Academic dishonesty in the Canadian classroom: Behaviours of a sample of university students. The Canadian Journal of Higher Education, 41(3), 1–35.Google Scholar
  12. Kress, G., & Pachlere, N. (2007). Thinking about the ‘m’ in m-learning. In N. Pachlere (Ed.), Mobile learning: Towards a research agenda (pp. 7–32). London: WLE Centre, Institute of Education.Google Scholar
  13. Liu, D. (2005). Plagiarism in ESOL students: Is cultural conditioning truly the major culprit? ELT Journal, 59(3), 234–241.CrossRefGoogle Scholar
  14. Livingstone, S. (2011). Critical reflections on the benefits of ICT in education. Oxford Review of Education, August, 1–16.Google Scholar
  15. Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom (2nd ed.). San Francisco: Jossey-Bass.Google Scholar
  16. Park, C. (2003). In other (People’s) words: Plagiarism by university students–literature and lessons. Assessment & Evaluation in Higher Education, 28(5), 471–488.CrossRefGoogle Scholar
  17. Polio, C., & Shi, L. (2012). Perceptions and beliefs about textual appropriation and source use in second language writing. Journal of Second Language Writing, 21(2), 95–101.CrossRefGoogle Scholar
  18. Sutherland, R., Armstrong, V., Barnes, S., Brawn, R., Breeze, N., Gall, M., et al. (2004). Transforming teaching and learning: Embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413–425.CrossRefGoogle Scholar
  19. Swan, K., & Shea, P. (2005). The development of virtual communities. In S. R. Hiltz & R. Goldman (Eds.), Learning together online: Research on asynchronous learning networks (pp. 239–260). Mahwah: Erlbaum.Google Scholar
  20. Szabo, Z., & Schwartz, J. (2011). Learning methods for teacher education: The use of online discussions to improve critical thinking. Technology, Pedagogy and Education, 20(1), 79–94.CrossRefGoogle Scholar
  21. Underwood, J., & Dillon, G. (2011). Chasing dreams and recognising realities: Teacher responses to ICT. Technology, Pedagogy and Education, 20(3), 317–330.CrossRefGoogle Scholar
  22. Underwood, J., Baguley, T., Banyard, P., Dillon, G., Farrington-Flint, L., Hayes, M., et al. (2010). Understanding the impact of technology: Learner and school-level factors. Coventry: Becta.Google Scholar
  23. Wallace, S. (2002). Managing behaviour and motivating students in further education. Exeter: Learning Matters.Google Scholar
  24. Wood, P. (2012). Blogs as liminal space: Student teachers at the threshold. Technology, Pedagogy and Education, 21(1), 85–99. Routledge.Google Scholar
  25. Yang, Y. C. (2008). A catalyst for teaching critical thinking in a large university class in Taiwan: Asynchronous online discussions with the facilitation of teaching assistants. Education Technology and Research Development, 56, 241–264.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2017

Authors and Affiliations

  • Mervyn Lebor
    • 1
  1. 1.Leeds City CollegeLeedsUK

Personalised recommendations