Item $1$

In the case below, the original source material is given along with a sample of student work. Determine the type of plagiarism by clicking the appropriate radio button.

$\backslash$table$[[$Original Source Material,Student Version$],[\backslash$table$[[$When instructors are creating discussion$],[$board activities for online courses, at$],[$least two questions must be answered.$],[$First$,$ what is the objective of the$],[$discussions$?$ Different objectives might$],[$be to create a "social presence" among$],[$students so that they do not feel$],[$isolated$,$ to ask questions regarding$],[$assignments or topics, or to determine if$],[$students understand a topic by having$],[$them analyze and evaluate contextual$],[$situations$.$ Based on the response to this$],[$question$,$ different rules might be$],[$implemented to focus on the quality of$],[$the interaction more so than the$],[$quantity$.$ The second question is$,$ how$],[$important is online discussions in$],[$comparison to the other activities$],[$that students will perform? This$]],\backslash$table$[[$According to Moore and Marra's $(2005)],[$case study, which observed two online$],[$courses$,$ students in the first course$],[$implemented a constructive$],[$argumentation approach while students$],[$in second course had less structure for$],[$their postings. As they stated, when$],[$instructors create online discussion$],[$board activities, they must answer at$],[$least two questions. These questions$],[$are: "What is the objective of the$],[$discussions$?"$ And "How important are$],[$online discussions in comparison to the$],[$other activities that students will$],[$perform$?"$ According to their findings,$],[$the discussion activities that were$],[$designed based on the answers to these$],[$questions can influence the quality and$],[$quantity of interactions $($Moore & Marra,$]]]]$