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 modalities  Reasons for cheating mostly the same  Possibly LESS cheating online  Student centered, interactive course design significantly reduces cheating

 Pressure to get good grades  Lack of preparedness  Challenge/thrill

 Males more likely  Students active in extracurricular activities  Inferior students  Unmotivated students  Unchallenged students  Peer 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 quizzes  Encourage use of book/reading  Fear factor reduced – multiple attempts  Motivation to cheat reduced  Repetition improves retention  End 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

Susan Booth Faculty, Cape Fear Community College Business Technologies Department 4500 Blue Clay Road Castle Hayne, NC