Promoting Academic Integrity in the Online Classroom Connecticut Distance Learning Consortium Diane Goldsmith, Executive Director [email protected]

Promoting Academic Integrity in Promoting Academic Integrity in the Online Classroom the Online Classroom

Connecticut Distance Learning ConsortiumConnecticut Distance Learning Consortium

Diane Goldsmith, Executive DirectorDiane Goldsmith, Executive [email protected]@ctdlc.org

(860) 832-3893(860) 832-3893

Connecticut Distance Connecticut Distance Learning ConsortiumLearning Consortium

WWW.CTDLC.ORGPublic Agency Created in 1998Public Agency Created in 1998

ThanksThanks

Lori McNabb from the University of Texas Telecampus.

Study Group on Academic Integrity and Student Verification in Online Learning

http://www.wcet.info/2.0/index.php?q=node/1212

DistrustDistrust

Distrust of the Online EnvironmentDistrust of the Online Environment• Saturday Night LiveSaturday Night Live

• Academic Research:Academic Research:Online Learning as a Strategic AssetOnline Learning as a Strategic Asset

Volume II: The Paradox of Faculty VoicesVolume II: The Paradox of Faculty Voices

Babson Survey Research Group August 2009Babson Survey Research Group August 2009

DistrustDistrust

P. 29

Faculty BeliefsFaculty Beliefs

How frequently do you believe students in the UT System engage in academic dishonesty?

McNabb & Olmstead, 2009


Opportunities Students Have to Engage in Academic Dishonesty in Online and On-Campus Courses?



Likelihood Students will Engage in Academic Dishonesty in Online and On-Campus Courses


AuthenticationAuthentication

An institution that offers distance education…is required to have processes through which the institution establishes that the student who registers in a distance education…course or program is the same student who participates in and completes the program and receives the academic credit.

• Higher Education Opportunity ActHigher Education Opportunity Act


Is She? Or Isn’t

She?


Is She? Or Isn’t

She?


Is She? Or Isn’t

She?

HEOAHEOA

• Secure logins and pass codesSecure logins and pass codes- or -- or -

• Proctored testingProctored testing- or -- or -

• Authentication technologiesAuthentication technologies

-- and ––

• Protects PrivacyProtects Privacy

Applies: online/correspondence coursesApplies: online/correspondence courses

Secure Logins & Pass Secure Logins & Pass codescodes

• Smart passwordsSmart passwords

• Policies for campus staffPolicies for campus staff

• Annual reminders Annual reminders

• httphttpss login to CMS/LMS login to CMS/LMS

Proctored TestingProctored Testing

• Notify students of expense

Authentication TechnologiesAuthentication Technologies

Software Secure SecurexamSoftware Secure SecurexamRemote ProctorRemote Proctor

Kryterion Webassessor

Acxiom Identify-X VerifyAcxiom Identify-X VerifyAuthenticate correct nameAuthenticate correct name

Bio-Sig IDBio-Sig ID

Authentication Authentication TechnologiesTechnologies

• IssuesIssues– Student privacyStudent privacy

– Impact on types of assessmentsImpact on types of assessments

– Data management and securityData management and security

– Implementation for just onlineImplementation for just online

– Expense Expense

Academic DishonestyAcademic Dishonesty

• CheatingCheating

• Plagiarism Plagiarism

• Self-plagiarismSelf-plagiarism

• Unpermitted collaborationUnpermitted collaboration

• Inappropriate helpInappropriate help

• MisrepresentationMisrepresentation

Community of Community of IntegrityIntegrity

• HonestyHonesty

• TrustTrust

• FairnessFairness

• RespectRespect

• ResponsibilityResponsibility

Center for Academic Integrity, 1999

Creating a Community Creating a Community of Integrityof Integrity

• Virtue (promotion) approachVirtue (promotion) approach

• Prevention approachPrevention approach– PedagogyPedagogy

– Training and MaterialsTraining and Materials

• Policing approach Policing approach

Hinman, 2002; Olt 2002

Virtue ApproachVirtue Approach

UT Permian BasinUT Permian Basin

UT Permian BasinUT Permian Basin

Dalhousie UniversityDalhousie University

University of Central FloridaUniversity of Central Florida

Ryerson UniversityRyerson University

Utah Valley UniversityUtah Valley University

Virtue ApproachVirtue Approach

• Institution WideInstitution Wide

• Part of Student Orientations and First Year Part of Student Orientations and First Year SeminarsSeminars

• Reflected by faculty, library, IT staff, student Reflected by faculty, library, IT staff, student support staff.support staff.

• Part of the academic and student culturePart of the academic and student culture

Prevention ApproachPrevention Approach

Pedagogical ApproachesPedagogical Approaches


• Syllabus: Sets Tone for the ClassSyllabus: Sets Tone for the Class– Aligned with Campus Policies Aligned with Campus Policies

– Explains the Academic Culture of your Explains the Academic Culture of your disciplinediscipline

– Puts cheating/plagiarism in context of that Puts cheating/plagiarism in context of that CultureCulture

– Reinforces password/security policies Reinforces password/security policies

– States clear penalties for cheating/plagiarismStates clear penalties for cheating/plagiarism


• Syllabus: Sets Tone for the ClassSyllabus: Sets Tone for the Class– Sets an example: Sets an example:

• models good scholarship models good scholarship • uses appropriate citationsuses appropriate citations

– Makes Course Objectives ClearMakes Course Objectives Clear– Explains Assessments and Alignment with Explains Assessments and Alignment with

ObjectivesObjectives– Quiz students on your syllabusQuiz students on your syllabus


• Assignments/ActivitiesAssignments/Activities– Use authentic learning tasks that relate to students’ Use authentic learning tasks that relate to students’

personal goalspersonal goals– Design assignment to learn genuine research skills in Design assignment to learn genuine research skills in

collaboration with your librarycollaboration with your library– Design an assignment that focuses on the ethical Design an assignment that focuses on the ethical

dimensions of your disciplinedimensions of your discipline– Design collaborations that foster group cohesiveness Design collaborations that foster group cohesiveness – Discussion Forum for peer support and helpDiscussion Forum for peer support and help


• Good Pedagogy = “unintended consequences Good Pedagogy = “unintended consequences • Value of CollaborationsValue of Collaborations

– Research by Phil Ice at APUS – for profit online Research by Phil Ice at APUS – for profit online institution with 50,000 learners institution with 50,000 learners

– Retention study: explained 21.2% of varianceRetention study: explained 21.2% of variance– 18%: “Online or web-based communication is an 18%: “Online or web-based communication is an

excellent medium for social interaction.”excellent medium for social interaction.”– 2.2%: “I was able to form a close sense of some [class] 2.2%: “I was able to form a close sense of some [class]

participants.”participants.”Phil Ice Presentation on Retention at WCET conference 10/2009 Phil Ice Presentation on Retention at WCET conference 10/2009


• Discussion ForumsDiscussion Forums– Guidelines and examples of work in the Forum Guidelines and examples of work in the Forum – Establish a clear instructor presence in the ForumEstablish a clear instructor presence in the Forum– Use the forum to expand assignments and Use the forum to expand assignments and

assessmentsassessments• What did she learn?What did she learn?• Most important concepts?Most important concepts?• Would change if did over? Would change if did over?

– How assessed? Graded? How assessed? Graded?

Pedagogical ApproachesPedagogical ApproachesShare Student WorkShare Student Work

http://historyengine.richmond.edu/


• AssessmentsAssessments

– Varied (Bloom’s Taxonomy)Varied (Bloom’s Taxonomy)

– Authentic Authentic

– Disaggregated and over timeDisaggregated and over time• Topic, Literature Search, Hypothesis, Methods, Topic, Literature Search, Hypothesis, Methods,

– Show how you got to the conclusion/answerShow how you got to the conclusion/answer– Expand learning with Forum, Portfolios – What you did? Expand learning with Forum, Portfolios – What you did?

What you learned? What next?What you learned? What next?– Scoring rubrics – clear to studentsScoring rubrics – clear to students


• Quizzes and Tests (short,, T/F, multiple choice)Quizzes and Tests (short,, T/F, multiple choice)– Do they need to be graded?Do they need to be graded?– Higher order thinking (can you Google the answer?) Higher order thinking (can you Google the answer?)

– (browser lock down software)– (browser lock down software)– Randomize– questions/answersRandomize– questions/answers– Test bank, change regularlyTest bank, change regularly– Timed windowsTimed windows– Show questions 1 at a timeShow questions 1 at a time– Proctored if high stakes (inform early, cost issues)Proctored if high stakes (inform early, cost issues)


• Assume “Open Book” Assignments:Assume “Open Book” Assignments:– Essays that require interpretation, analysis, Essays that require interpretation, analysis,

reflection, connection. (Google the topic – what do reflection, connection. (Google the topic – what do you find?)you find?)

– New types of essays or essay topics each semesterNew types of essays or essay topics each semester– Authentic research in the fieldAuthentic research in the field– Documentation of the “Process” not just the end Documentation of the “Process” not just the end

project – blogs, wikis, journalsproject – blogs, wikis, journals

Pedagogical ApproachPedagogical ApproachMathematicsMathematics

GROUP PROJECTGROUP PROJECT

• Tackle a real life problem using the material Tackle a real life problem using the material covered in our class. covered in our class.

• Present the projects professionally (as if hired Present the projects professionally (as if hired to do the project) to do the project)

• Be creative. Be creative.

Gleason, Jim (2009). Gleason, Jim (2009). Teaching Mathematics Online: A Virtual Classroom. Journal of Online Mathematics Teaching Mathematics Online: A Virtual Classroom. Journal of Online Mathematics and Its Applicationsand Its Applications http://mathdl.maa.org/mathDL/4/? http://mathdl.maa.org/mathDL/4/?pa=content&sa=viewDocument&nodeId=1057&bodyId=1241pa=content&sa=viewDocument&nodeId=1057&bodyId=1241

RESULTSRESULTS• designed bus routes for a rural school district that designed bus routes for a rural school district that

reduced the travel time for all students from up to four reduced the travel time for all students from up to four hours per day to less than two hours per dayhours per day to less than two hours per day

• designed delivery routes for a rural milk company, and designed delivery routes for a rural milk company, and found the ideal location for a production plant. found the ideal location for a production plant.

• design for a supermarket that maximized profit by design for a supermarket that maximized profit by placing key items in the best locations. placing key items in the best locations.

Gleason, Jim (2009). Gleason, Jim (2009). Teaching Mathematics Online: A Virtual Classroom. Journal of Online Mathematics and Teaching Mathematics Online: A Virtual Classroom. Journal of Online Mathematics and Its ApplicationsIts Applications http://mathdl.maa.org/mathDL/4/?pa=content&sa=viewDocument&nodeId=1057&bodyId=1241 http://mathdl.maa.org/mathDL/4/?pa=content&sa=viewDocument&nodeId=1057&bodyId=1241


• Get and maintain a reputation that in your courses Get and maintain a reputation that in your courses cheating is difficult and painfulcheating is difficult and painful

• Adopt CATs (Angelo and Cross) for onlineAdopt CATs (Angelo and Cross) for online

• Students respect: Students respect:

– Fairness and clarity;Fairness and clarity;

– work that is designed to improve their learning;work that is designed to improve their learning;

– challenging work; challenging work;

– within a reasonable course load.within a reasonable course load.

Prevention ApproachPrevention ApproachTraining and MaterialsTraining and Materials

Capella UniversityCapella University

Plagiarism.org (Turnitin)Plagiarism.org (Turnitin)

http://www.lib.umn.edu/help/calculator/

Assignment CalculatorAssignment Calculator

Assignment CalculatorAssignment Calculator

UMUCUMUC

UMUCUMUC

QuestionQuestionmarkmark Secure Secure

UTTC No Copy No PasteUTTC No Copy No Paste

http://sourceforge.net/projects/lmsnocopypaste

Policing ApproachPolicing Approach

SafeAssign & TurnItInSafeAssign & TurnItIn

UTSWMC eTBLASTUTSWMC eTBLAST

Stanford MOSSStanford MOSS

Check Your ClassCheck Your Class

Cheatability Rubric: http://www.uvsc.edu/disted/cheat/rubric.html

Check Your ClassCheck Your Class

Promoting Academic Integrity in Promoting Academic Integrity in the Online Classroom the Online Classroom

Connecticut Distance Learning ConsortiumConnecticut Distance Learning Consortium

Diane Goldsmith, Executive DirectorDiane Goldsmith, Executive [email protected]@ctdlc.org

(860) 832-3893(860) 832-3893

Documents

Promoting Academic Integrity in the Online Classroom Connecticut Distance Learning Consortium Diane Goldsmith, Executive Director [email protected]