Distance Learning Environments

• Definition

• Motivating Factors

• Grades vs. Learning

• Expectations of Institutions and

Faculty

Adherence to moral and ethical principles, soundness of moral character; honesty

Quality or state of being of sound principle; uprightness, honesty, and sincerity

Pursuit of scholarly activity in an honest and responsible manner

97% of students informed

21% understand Of these, 67% gained

understanding from faculty Of these, 21% gained

understanding during first semester orientation

30% believe penalty is severe

11% believe effective

Cheating holds across all modalitiesReasons for cheating mostly the

samePossibly LESS cheating onlineStudent centered, interactive course

design significantly reduces cheating

Pressure to get good gradesLack of preparednessChallenge/thrill

Males more likelyStudents active in extracurricular

activities Inferior studentsUnmotivated studentsUnchallenged studentsPeer groups

Time Assignment is a waste of time Student doesn’t have enough time Student poorly manages time

Ethics/Societal Cheating is accepted Confusion about educational goals Knowledge and education as a

commodity Faculty reluctance to enforce penalties

Survival Scholarship and job opportunities Everyone else is doing it

Knowledge Lack of skills▪ Research ▪ Citation ▪ Understanding assignment

Self-doubt

Ease

Personal Laziness Thrill seeking Simply hate tests

Do superior grades indicate superior learning?

Do superior grades contribute to acceptance at other schools?

Measureable objectives Assessments aligned with

objectives Summative▪ End of course▪ Tied to grading▪ Evaluative

Formative▪ Throughout course▪ Aids learning▪ Not tied to grading▪ Diagnostic

Formative vs. Summative Which appears superior for best learning? Is the goal to assign grades or promote

learning? Which would most likely realign student

perception from grades to learning? Could use of formative assessments reduce

cheating?

Weekly open book, MC/TF quizzesEncourage use of book/readingFear factor reduced – multiple

attemptsMotivation to cheat reducedRepetition improves retentionEnd of semester exams based on

quizzes indicate retention

Weekly hands on assignments Multiple attempts, open resources Encourage analysis, evaluation, critical

thinking Fear factor reduced Motivation to cheat reduced Demonstrate mastery of skill Cumulative assignments reinforcing

prior learning End of semester project demonstrates

mastery of course objectives

Document File ownership Creation/modification dates Indicate duplication Screening using applications IP addresses

Institution must demonstrate that the student who registers is the same student doing the work and receiving the grade/credit

Acceptable verification Secure login and pass code Proctored exams New/other technologies (cameras,

software, etc.)

“The importance of appropriate interaction between instructor and students and among students is reflected in the design of the program and its courses. . .”

Secretary of Education seeks to improve integrity

NPRMs under Administrative Procedure Act Student “identification” changed to “identity” Commenters suggest means beyond those

currently approved (login and pass code) Congress conference report “continued use

of PINs and passwords is consistent with both the statutory language and the intent of the Congress.” (2010)

Students cheat Faculty CAN effect change using

learning centered tools Course development, design, and

structure Learning centered assessments Adequate communication of expectations,

position, and penalties for cheating Seek innovative alternatives to ensure

integrity

For reference list contact Susan Booth at sbooth@cfcc.edu

Susan BoothFaculty, Cape Fear Community College

Business Technologies Department4500 Blue Clay Road

Castle Hayne, NC 28429910.362.7450

sbooth@cfcc.edu