Hussien, Hafizhah SuzanaHafizhah SuzanaHussienKhalid, FarizaFarizaKhalidHussin, SupyanSupyanHussinBaharuddin, Dini FarhanaDini FarhanaBaharuddinAb Rahman Z.2024-05-292024-05-2920202394512510.31838/jcr.07.05.2092-s2.0-85090365357https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090365357&doi=10.31838%2fjcr.07.05.209&partnerID=40&md5=9cfbf347c3b8398a8768dedb15f38bdcchrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=http%3A%2F%2Fwww.jcreview.com%2Ffulltext%2F197-1594411932.pdf&chunk=truehttps://oarep.usim.edu.my/handle/123456789/10339Academic writing is a benchmark for maintaining academic excellence among graduate students in most academic institutions. Nevertheless, one of the most difficult tasks in academic writing among graduates in the digital age was found in avoiding plagiarism. A better comprehension of plagiarism will be a major enhancement to the scholarly writing skills of students. The purpose of this paper is to present the steps taken in designing and developing a one-stop e-learning plagiarism module for an academic writing course using ICCEE model. The model was chosen because it allows accessibility and engagement between instructor and students. The ICCEE model was incorporated as the instructional design model for this module. The ICCEE model comprised five steps which are identify, choose, create, engage, and evaluate. This approach provides the researchers a guideline with clear steps for effective implementation of the module. All five steps have its own distinct function in the process of designing and developing the module. Quantitative and qualitative data were gathered during the five steps in order to design and develop the model. In Step 1, the researchers identify the course format, instructional objectives, learner needs and characteristics, learning content, as well as pedagogical strategies. Step 2 allows the researchers to select the content and course organization for the module. Step 3 follows by helping the researchers focus on the production of instructional materials. Step 4 involves engagement with students in the academic writing course. Finally, Step 5 focuses on the evaluation of the performance and instructional methods in the course. This module helps students have a deeper understanding about plagiarism which is an important addition to students' competencies in academic writing. Experience in using ICCEE model from a technical point of view, the technical issues with developers can be addressed early, effectively and efficiently as it further develops the online learning system. � 2020 Innovare Academics Sciences Pvt. Ltd. All rights reserved.en-USDesign and developmente-learningMOOCsOnline instructionPlagiarismArticle1039104875