You are presented with multiple paper abstracts, alongside the associated literature review and chapter titles. Given the provided information, you are going to do a literature review. Please generate a coherent literature review that synthesizes the content, draws connections between different works, highlights major findings, and identifies any gaps in the existing research.

Literature Review Title: A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning 
Chapter Title:  Management and Administration Tools 
1. Abstract of Cited Paper (BIB001):  Digital plagiarism is a problem for educators all over the world. There are many software tools on the market for uncovering digital plagiarism. Most of them can work only with text submissions. In this paper, we present a new architecture for a plagiarism detection tool that can work with many different kinds of digital submissions, from plain or formatted texts to audio podcasts. The open architecture is based on converting the digital submission into text form for processing by a plagiarism detection algorithm. To process non-text submissions, the system is extended with the appropriate converter. Such an open architecture makes the anti-plagiarism toolbox universal and easily adaptable for processing virtually any kind of digital submissions. This paper describes a software prototype based on the proposed architecture and presents the results of its implementation on a large archive of student papers. 
2. Abstract of Cited Paper (BIB002):  Abstract Plagiarism is an increasing problem in high schools and universities. To address the issue of how to teach students not to plagiarize, this study examined several pedagogical approaches for reducing plagiarism and the use of Turnitin, an online plagiarism detection software. The study found a significant difference between the control group and one instructional treatment group that was reflected in the reduced level of plagiarized text. This finding indicates that the lack of knowledge in proper documentation and paraphrasing is a primary reason why some students plagiarize, albeit perhaps inadvertently. Implications point to the need for consistent in-depth instruction in proper quotation, citation, and paraphrasing techniques. Keywords: plagiarism, pedagogy, paraphrasing, documentation, Turnitin Introduction Studies on various forms of academic dishonesty such as cheating on examinations and plagiarism have appeared in academic journals for over 60 years. The rates of student cheating reported in these studies ranged from 23% in 1941 as reported by Drake to 59% in 1964 (Hetherington & Feldman) to 76% in 1992 (Davis, Grover, Becker, & McGregor). Similar to cheating, plagiarism is a growing problem. According to a 1999 Center for Academic Integrity survey that included over 12,000 students on 48 different college campuses, 10% of the students admitted to using other people's ideas and words without proper citation (McCabe, Trevino, & Butterfield, 2001). In a later study (McCabe, 2005), 40% of the students surveyed admitted to plagiarism. Research has shown that plagiarism in the form of copying text from electronic documents available through the Internet and other electronic sources is an increasing problem in universities as well as high schools (Larkham & Manns, 2002; McCabe, Trevino & Butterfield, 2001). The rising trend of plagiarism has been attributed to several factors. With high speed Internet available in dormitories and computer labs, students can use search engines easily to find relevant electronic sources from which they plagiarize. Internet sites that proffer complete manuscripts on a wide variety of topics - over 100 such sites at last count according to TechTrends magazine (Talab, 2004) - make obtaining entire assignment papers as easy as copying and pasting. While some of these sites charge for downloaded material, others do not. In addition to using entire papers or portions of papers from these "paper mill" Websites, students also use other sites on the Internet. Many universities provide students access to innumerable electronic journal, newspaper, and magazine articles and other documents through the use of databases. Powerful databases such as ProQuest, EBSCOhost, LexisNexis and others offer full-text articles on all topics of interest. While reputable use of these electronic documents is expected, text from these resources can easily be cut and pasted and presented in a student's paper as his or her own work. While the widely available and easily accessible electronic information sources may have facilitated plagiarism, students' attitude toward cheating is another contributing factor. In the Center for Academic Integrity survey (McCabe, 2005), 68% of the students surveyed believed using someone else's ideas, words, or sentences without acknowledging was not a serious problem. Pressure to obtain and keep good grades and stiff competition for admission into college and for jobs were reasons students often give for cheating (Fanning, 2005; Maramark & Maline, 1993). Furthermore, students' indifference toward academic integrity and the prevalent culture of cheating could be a reflection of the "broader sociopolitical context of corporate fraud" and the "underlying cultural nod toward getting ahead while getting away with unethical behavior" (Robin son-Zanartu, Pena, CookMorales, Pena, Afshani, & Nguyen, 2005, p. 320). Besides student attitude, the lack of consistent enforcement of academic honesty policy by faculty members and university administration may have fostered a culture of cheating. … 
3. Abstract of Cited Paper (BIB003):  Customizability makes an interactive interface an ideal venue for users to participate in the content creation and consumption process, thereby offering possibilities for creative pursuits. In this paper I describe research that has been designed to investigate the creativity enhancing potential of such customizable user interfaces (UIs).

Literature Review:
Tools that are used for teaching and the management of students and their learning include those tools used for administration of students' grades and reporting of student progress, and tools for the detection of plagiarism. Also included here are tools to support the building of groups and provision of infrastructure to support group work such as private discussion spaces and shared document spaces. An electronic gradebook is a student information system which stores students' demographic data and allows grades and other data to be recorded. The data can be edited, released for viewing and exported. "Students really appreciate the ability to see their overall progress in a course at any given time" (Dawley, 2007, p. 185) . Tracking and reporting tools provide the means to monitor students' access to online components of a course or of completion of tasks. Online plagiarism detection software is used in a variety of ways. It is often a way of encouraging students to reference correctly and to write assignments in their own words BIB001 . For teachers it is a detection tool to ensure that work submitted by students is their own. Online plagiarism software can also be used purely as an assignment submission tool  . While Turnitin is the most widely used plagiarism detection software available in high schools and universities, other tools with specialised features have been developed for internal use (see for example BIB002 ). BIB003 showed that students who had been given instruction and exercises in paraphrasing and citing to avoid plagiarism, were less likely to plagiarise. Personalised homepages allow users to pull information such as news, weather, gadgets, webpage links and RSS feeds from multiple sources into one fully customizable page. Netvibes, Pageflakes, My Yahoo, iGoogle and Windows Live all allow the creation of personalised homepages. There appears to be very little literature on the use of homepages for educational purposes but BIB004 has begun to explore the creativity enhancing potential of such environments with students.