Academic Integrity in Online Courses

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    Academic Integrity in Online Courses - Presentation Transcript

    1. Academic Integrity in Online Courses Judy Baker, Ph.D. Dean Foothill Global Access Foothill College
      • Cheating in Online Classes
      • Plagiarism Detection
      • Proctored Testing
      • Alternatives
    2. Agree or Disagree?
      • Cheating is more likely in online courses.
      • List at least two reasons.
    3. Group Debate
    4. Assumptions
      • Cheating is the student’s fault
      • Online courses compared to F2F courses
        • Easier to cheat
        • Cheating more likely
      • Proctored testing decreases cheating
    5. Student Assessment In the good old days…
    6. Student Assessment In the information age…
    7. Hi-Tech Cheating in Classroom
    8. What’s Changed?
      • Changed
        • Ease of cheating
        • Ease of monitoring cheating
        • Ease of preventing cheating
      • Not Changed
        • Definitions
        • Honor code policies and procedures
        • Student assessment quality, validity, reliability
    9. Academic Integrity?
      • Hypocrisy of focusing on student cheating behaviors when…
        • Student Code of Honor policies are antiquated and inconsistently enforced
        • Student assessment is fundamentally flawed
        • Behavior called “cheating” in school considered desirable in working world:
      • “ NETWORKING”
    10. Research on Academic Honesty
      • Merged data from a student randomized response survey on cheating behavior with class-specific information provided by faculty (2002)
      • Sample of students in a large public university
      • Evidence that academic dishonesty in a single online class is no more pervasive than in traditional classrooms
    11. Easier to Cheat in a Face-to-Face or Online Class?
      • Traditional
      • Online
    12. Easier to Cheat in a Face-to-Face or Online Class?
      • Physical separation
      • Creation of psycho-social “distance” resulting in less influence by social norms
      • Excuses and alibis
      • Intentionally sending a corrupted file or an attachment that cannot be opened
      • Faking technical difficulties during online tests
    13. Easier to Cheat in a Face-to-Face or Online Class?
      • Hacking
      • Looking at source code or a Java script might show the answers to online quizzes
      • Changing the clock on your computer to send email late but to have an earlier date and time
    14. Advantages of Online for Monitoring Academic Integrity
      • Electronic record of all correspondence maintained for online courses
      • Entire courses are archived for future reference and for quality control purposes
      • Instructor has a readily accessible record of everything done by each student from the first day of class to the last
      • Easy to compare a student’s writing style on different class assignments
    15. Plagiarism Detection Software
    16. Agree or Disagree?
      • Test proctoring is necessary to ensure academic integrity and quality in distance learning courses.
      • List at least two reasons
    17. Pros of Proctored Testing
      • Opportunity for F2F with distance students
      • Identity security
      • Availability of student assistance during testing
      • May address accreditation concerns
      • Conformity with on-campus model of testing
      • Control over student’s unauthorized use of resources in completing an assessment
    18. Cons of Proctored Testing
      • Costs and staffing
      • Logistics
      • Inconvenience
      • Long feedback loop
      • Negates anytime/anyplace of distance learning
    19. Need for Proctored Testing Differs by Course?
      • Courses that prepare students for state boards or other certification exams
      • Prerequisite courses
      • Pass-fall courses
      • Less stringent, more affordable testing processes may be developed for courses with low risk for cheating
      • Remote students vs. local students
    20. Course Management System Quiz & Proctoring
      • Use password protection for test proctoring arrangements
      • May be possible to limit access to a test to a specific computer at a specific internet address, where a proctor can be present
    21. Alternatives to Proctored Testing
      • High tech ID methods
      • Online assessment
      • Pedagogical solutions
    22. High-Tech ID Methods
      • Retinal scans
      • Ear shape
      • Facial identification through thermographs
      • Voice, palm, or fingerprints
      • Hand geometry
      • Ongoing handwriting analysis throughout the exam
      • Require students to use a camera on their computer desktop for discussions and exams
      • High-tech security = high cost
        • May not be warranted in many cases
    23. Advantage of Online Testing
      • Low cost
      • Convenient
      • Rapid feedback to student
      • Allows exams
        • To be password protected
        • To have a different test form every time a different student logs in
        • To give immediate feedback to the student
        • To be given to the instructor immediately
      • Reduces the need for transporting exams from one location to another
    24. Online Assessment Integrity Strategies
      • Utilize Blackboard and WebCT testing security features
      • Set availability dates and times for all assessments
      • Set time limits and the number of permissible accesses
      • Track the time, duration, and number of attempts that a student accesses an assessment
      • Create large question pools for randomized assessments
      • Add a password to proctored exams, and an IP restriction if feasible
    25. Course Management System Quiz Settings
      • Randomly generate test questions from Quiz Question Pool or Database
      • Set Quizzes to have only one question per screen to make printing of quizzes more difficult
      • Set Quizzes to not allow return to previous questions
      • Limit accessibility to tests to specific time periods
      • Use timed online testing
    26. Pedagogical Solutions
    27. Pedagogical Solutions
      • Assign work and tests that are due frequently throughout the semester
      • Assign work that builds sequentially on prior submitted work, such as revisions of drafts
      • Call students at random during the semester to administer an unannounced oral exam
      • Make all tests/quizzes open-book style
    28. Pedagogical Solutions
      • Debrief/interview a student concerning their test/quiz
        • Ask specific questions about their answers
      • Use alternative modes of student assessment such as portfolios, rubrics, self-assessment, peer assessment, and contracts
      • Use multiple methods of measuring performance, mastery, and skill
    29. Pedagogical Solutions
      • Require assignment and test responses to relate the subject matter to students' lived experiences or test questions tied to current news events
      • Deliver test/quizzes "orally" through live chat
      • Meet with students individually online and test/quiz them on course content
      • Require students to participate in discussion groups
        • Keep the log and review writing styles of students
    30. Construction of Effective Tests
      • Validity
        • Items are clear
        • Content matches learning goals
        • Items has appropriate weight of final score
        • Level of thinking matches the learning goals
        • Range of items wide enough to accurately represent the goal for learning
    31. Construction of Effective Tests
      • Reliability
        • Clear instructions
        • Time limits are realistic
        • Vocabulary
        • Layout of the test appropriate
        • Make-up exams of same type as original exam
    32. Alternatives to Tests
      • Use multiple methods of measuring performance, mastery, and skill
      • Group projects
        • Creating a web site
        • Developing a database
        • Solve a problem and explain the process
        • Case studies
        • Research projects
        • Simulations, games and puzzles
        • Portfolios: samples of a variety of materials
        • Tests taken by teams instead of individuals
        • Peer collaboration; peer assessment
        • Have the students provide a presentation as either a web site or powerpoint presentation and post them to the web
    33.  
    34. Alternative Means of Evaluating Student Performance
      • Art of Negotiable Contracting for Assessment
      • Alternative Assessment & Electronic Portfolios
      • Cons ortiu m for Equity in Standards and Testing
      • Critical Issues in Assessment
      • Example of Scoring for a Concept-Resource Map
      • Assessment and Evaluation for online courses
      • Quizzes, Tes ts, and Exams
      • Classroom Assessment Techniques
    35. Cheaters Serve as Catalysts Cheating challenges educators to design distance course content and assessment more carefully.
    36. Sources
    37. Sources
      • Carnevale, D. (1999, November 12). How to Proctor From a Distance. The Chronicle of Higher Education, p. A47.
      • http://www.fact.usu.edu/tutorials/PDF%20Tutorials/Cheating/CheatingDistanceEducation.pdf
      • Curtis, D.D. & Lawson, M.J. (2001). Exploring collaborative online learning. Journal of Asynchronous Learning Networks, 5(1). From http://www.aln.org/alnweb/journal/Vol5_issue1/Curtis/curtis.htm
      • Heberling, M. (2002). Maintaining Academic Integrity in Online Education. Online Journal of Distance Learning Administration, Vol. V, No. I, Spring 2002 From http://www.westga.edu/%7Edistance/ojdla/spring51/spring51.html
      • Identity Security and Testing Issues in Distance Education From http://www.pbs.org/als/agenda/articles/testing.html
      • Illinois Online Network "Strategies to Minimize Cheating Online" From http://illinois.online.uillinois.edu/IONresources/assessment/cheating.html
      • Olt, M. (2002). Ethics and Distance Education: Strategies for Minimizing Academic Dishonesty in Online Assessment Online Journal of Distance Learning Administration, Vol. V, No. III, Fall 2002 From http://oregonstate.edu/dept/econ/pdf/cheat.online.pap6.pdf
      • Rowe, N. (2004). Cheating in Online Student Assessment: Beyond Plagiarism. .On-Line Journal of Distance Learning Administration, Summer 2004. From http://www.cs.nps.navy.mil/people/faculty/rowe/dlcheat.htm
      • Tulloch, J. & Thompson, S. Accreditation and Student Assessment in Distance Education. From http://www.astd.org/NR/exeres/1F6D7C77-285A-42B8-9C6E-F0A7EA93FB82.htm
      • Van Belle, G. How Cheating Helps Drive Better Instruction. From http://www.plagiarized.com/vanb.html
      • Wellman, G. & Marcinkiewicz, H. (12/2004) Online Learning and Time-on-Task: Impact of Proctored vs. Un-Proctored Testing. Journal of Asynchronous Learning Networks. Vol. 8, No. 4. From http://www.sloan-c.org/publications/jaln/v8n4/index.asp
      • Zero Cost E-Learning. From http://www.astd.org/NR/exeres/1F6D7C77-285A-42B8-9C6E-F0A7EA93FB82.htm

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