Reduce Cheating In The Online Classroom: Shifting From Punishment To Prevention

On-Demand Training

$ 425.00

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Challenge

Faculty teaching online frequently struggles with the issue of student cheating due to the inability to easily monitor assessment activities, problems associated with ensuring the identity of students, concerns with plagiarism, and the ease at which assessment answers can be found on the Internet. Faculty are faced with growing concerns about academic integrity in the online classroom due to the ease at which students may be able to cheat in this learning environment.

Key Takeaway

Student cheating is a growing concern in the online classroom. This webinar overviews a comprehensive approach for designing a course structure and assignments that simultaneously reduce motivation and opportunities to cheat.

Overview

Academic honesty is a concern in all learning environments, and issues with student cheating are intensified in the online classroom's unique context. Not only do faculty face increased barriers ensuring the student's identity completing each assignment, but they also struggle with the widespread availability of information (including test questions, papers, and completed assignments) on the Internet that challenge the validity of traditional assessments. To reduce student cheating in the online classroom, faculty need to shift their focus from prosecution to prevention. Faculty must create a learning environment and assignments that simultaneously reduce motivation to cheat while making cheating more difficult. This webinar examines the use of a distributed assessment format (integrating formative assessment, student support, and feedback) that reduces reliance on high-stakes assessment and the subsequent pressure to cheat. We will also explore concrete ideas for designing engaging assignments that are not amenable to copy/paste (or Internet look-up) and ensure that students are actively completing assessment activities.

Objectives

  • Align assignments and assessments with learning objectives
  • Shift their approach to academic honesty from prosecution to prevention
  • Create a course structure that reduces motivation to cheat via increased formative assessment, student support and distributed grading
  • Examine how to reduce cheating via assignment menus, dynamic assignments, and student choice
  • Adapt traditional multiple-choice questions to be less amenable to cheating
  • Explore options for using multimedia assessments and alternative assignment formats
  • Understand the importance of establishing clear expectations for student performance
    • Faculty (fulltime, adjunct, campus, online)
    • Faculty Development
    • Any educator interested in learning more about reducing cheating online
    To effectively reduce cheating in online courses, faculty need to shift the focus from monitoring, policing, and prosecuting violations of academic honesty; instead they must create course structures that reduce the motivation to cheat and design assessments that make cheating more difficult (if not impossible).
    Jean Mandernach image

    B. Jean Mandernach, Ph.D. is Executive Director of the Center for Innovation in Research and Teaching at Grand Canyon University. Her research focuses on enhancing student learning in the online classroom through innovative instructional and assessment strategies. In addition, she has interests in the development of effective faculty evaluation models, perception of online degrees, and faculty workload considerations. Jean received her B.S. in comprehensive psychology from the University of Nebraska at Kearney, an M.S. in experimental psychology from Western Illinois University and Ph.D. in social psychology from the University of Nebraska at Lincoln. 

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    Innovative Educators
    3277 Carbon Place
    Boulder, CO 80301

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