Turnitin that showed approximately 90% unique,managed using proper citations. All authors also reviewed the paper for completeness andaccuracy. It was observed that international graduate students lack knowledge with propercitation and consequences of plagiarism in the scholarly works. The future work is to use theinstrument to train undergraduate and graduate students to develop competencies about how todevelop scholarly works without any issues related to plagiarism. References:[1] Risku, Hanna. (2016). Situated learning in translation research training: Academic researchas a reflection of practice. The Interpreter and Translator Trainer. 10. 1-17.10.1080/1750399X.2016.1154340.[2] Masic I. (2012
?”. European Journal of Special Needs Education. Vol.32, No. 1, pp. 71-88. 2017.[12] Brownson C, Drum DJ, Swanbrow Becker MA, Saathoff A, Hentschel E. “Distress andsuicidality in higher education: Implications for population-oriented prevention paradigms.”Journal of College Student Psychotherapy. Vol. 30, No. 2, pp. 98-113. 2016.[13] Condra M, Dineen M, Gills H, Jack-Davies A, Condra E. “Academic accommodations forpostsecondary students with mental health disabilities in Ontario, Canada: A review of theliterature and reflections on emerging issues”. Journal of Postsecondary Education andDisability. Vol. 28, No. 3, pp. 277-91. 2015[14] Peterson J, Digman MF. “A Comparison of Learning Outcomes and Learner Satisfaction ina CADD Course with Flexible and
-learning systems [21]. To assess students’learning styles, this study used the Visual, Aural, Read/Write, or Kinesthetic (VARK) learningstyles inventory which is a questionnaire consists of 16 items used to assess the respondent’slearning style [21]. The study also used the Dixion scale to measure students’ engagement usingthe adaptive or non-adaptive e-learning system; this scale includes the factors of skills,participation/interaction, performance, and emotion [21]. This study found that students wholearned through the adaptive system learned more, reflected by their engagement scale responsesand overall course outcomes. While this study does not model the relationship between students’learning styles and intentions to use, has a small sample