Presentation on theme: "Online Classes and Cheating"— Presentation transcript
Slide1
Online Classes and Cheating
Presented by Jeff BarbeeSlide2
Common Thoughts
Online courses are much easier to cheat in
Cheating happens much more often in
online
courses
They have little interaction with the instructor
Students often do not value
online
courses as muchSlide3
Learning Outcomes
Understand the rate of cheating in an online course compared to a face-to-face course
Categorize the type of cheating that occurs in on-line courses
Assess if cheating is occurring in your class
Formulate a plan to reduce, if not eliminate cheating from happeningSlide4
Who Takes Online Courses?
In 2011 the University of Phoenix Enrolled More Than 380,000 Students in Degree Programs
Programs From Associate Through Doctorate; Online, Traditional, or Combination
2.2% Non-Resident Aliens, 18.4% Black, 36.3% White; 68.9% Female
NCES Reported from 2000-2008 an Increase From 8% to 20% of Students Who Enrolled in an Online CourseSlide5
The Future Outlook
A 2011 Survey of Chief Academic Officers Found that 65% View Online Learning as a Critical Part of Long Term StrategySlide6
Student Attitudes
Small Difference in Views When Comparing Face-to-Face with Asynchronous Online Courses
Face-to-Face Usually preferred
Large Drop off Compared to Synchronous Online Courses
Higher Drop Out Rate in Synchronous CoursesSlide7
Why Do Students Cheat?
King,
Guyette
, and Piotrowski State the “Fraud Triangle” In Their
Research (Pressure, Opportunity, Attitude)
Incentive/Pressure- To Earn A Good Grade
Opportunity- No One Is Watching
Rationalization/Attitude- Gives In To The “Everyone Is Doing It”
Lack of Class Support; I.E. Saturday Night, Finishing the WorkSlide8
Your Cheating Ways
Laziness
Stress
Poor Organizational and Time Management Skills
Cheating Being Viewed As “Easy”
The Course Being Difficult
Cheating is Happening in the ClassSlide9
Types of Cheating
Collusion
Deception
Plagiarism
Technology Manipulation
M
isrepresentationSlide10
Collusion
Organized Cheating
Knowingly Exchanging Information
Using Past Exams, Tests, or QuizzesSlide11
Deception
A student Acts Alone
Uses Work From Another Student Without Permission
Receiving Help When Not AllowedSlide12
Plagiarism
Claiming Credit For Work That Is Not Theirs
Copy and Pasting
Making Up A Reference List
Found More Often in Upper-ClassmenSlide13
Technology Manipulation
“Having A Computer Crash”
Unauthorized Internet Usage/Sources; Most Often Found with Under-Classmen
Technology Failure
Intense Tech Savvy StudentSlide14
Misrepresentation
Students Claim Work That Is Not Theirs
Students Use Someone Else To Complete The Course Work
Outsourcing Slide15
Where do we hear most about these cases?
Recent Chronicle Article
Western Carolina University
Implemented a Fake Course
Invited Students to Cheat
Student Hired a Company to Complete CourseSlide16
MOOCs
Harvard Studies Found Students Register Two Different Accounts
Purposely Fail Assignments to Find The Answers for Other Account
Data of 2 million Students from 115 Courses Used
1% of Students Used This Method
Students Who Had Earned 20 or More Certificates Through These Programs: 25% Cheated This WaySlide17
Athletics
According to the Chronicle, Last Year, the NCAA Was Investigating 20 cases of Academic Misconduct
18 Cases Were Division I
1 was Division II, 1
w
as Division III
One Example, Math Professor Logged On Students Account and Helped Students Complete AssignmentsSlide18
The Misconceptions
It is Easier to Cheat in Online Courses
Cheating Happens Much More Often in Online Courses
Online Courses Are Not Personable Slide19
The Truths about Online Courses
No Support of showing that cheating happens in on-line classes more than traditional courses
Studies did not show a clear evidence that it is easier to cheat in an on-line class
Instructors can have a presence in the course
Age Difference and Views On Cheating
Majority of Online Students also Attend Traditional ClassesSlide20
Preventing Cheating
Explain Expectations, Be Clear Of What Is Expected
Avoid Simple Answer Assessments (Yes/No Questions)
Timed Exams
Honesty Statements After Assessment
Open Ended/Higher Level Thinking Questions
Allow/Encourage The Use Of Course Materials
Allow Multiple Attempts
Change Tests Every Few SemestersSlide21
Make The Course Personable
Be Active in the Course
Have an Online Presence
Allowing Students to Communicate in by Written Communication
Promote High Ethical ValuesSlide22
The Syllabus
The value online syllabi cannot be over stated
First and most important document
Sets the tone of the courseSlide23
Tools To Help Catch CheatingSlide24
References
