Abstract: In the context of an increasingly mobile student population, and Greek students specifically, this paper opens up and reveals the manner in which a specific culturally situated human actor (the Greek student) and a specific culturally situated non-human actor (the plagiarism detection system) encounter, interpret and constitute each other within the situated context of the UK higher education system. Methodologically, we base our paper on a longitudinal in-depth case study that focussed on the teaching, learning and assessment practices in Gree...
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Topics: 
Epistemology
Pedagogy