Distance Learning Environments
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Definition
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Motivating Factors
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Grades vs. Learning
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Expectations of Institutions and Faculty
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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
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97% of students informed
21% understand
 Of these, 67% gained
understanding from faculty
 Of these, 21% gained
understanding during first
semester orientation
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30% believe penalty is severe
11% believe effective
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Cheating holds across all modalities
Reasons for cheating mostly the same
Possibly LESS cheating online
Student centered, interactive course design
significantly reduces cheating
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Pressure to get good grades
Lack of preparedness
Challenge/thrill
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Males more likely
Students active in extracurricular activities
Inferior students
Unmotivated students
Unchallenged students
Peer groups
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Time
 Assignment is a waste of time
 Student doesn’t have enough time
 Student poorly manages time
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Ethics/Societal
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Cheating is accepted
Confusion about educational goals
Knowledge and education as a commodity
Faculty reluctance to enforce penalties
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Survival
 Scholarship and job opportunities
 Everyone else is doing it
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Knowledge
 Lack of skills
▪ Research
▪ Citation
▪ Understanding assignment
 Self-doubt
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Ease
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Personal
 Laziness
 Thrill seeking
 Simply hate tests
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Do superior grades indicate superior
learning?
Do superior grades contribute to acceptance
at other schools?
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Measureable objectives
Assessments aligned with objectives
 Summative
▪ End of course
▪ Tied to grading
▪ Evaluative
 Formative
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Throughout course
Aids learning
Not tied to grading
Diagnostic
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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?
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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
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Document
 File ownership
 Creation/modification dates
 Indicate duplication
 Screening using applications
 IP addresses
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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.)
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“The importance of appropriate interaction
between instructor and students and among
students is reflected in the design of the
program and its courses. . .”
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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)
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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
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Seek innovative alternatives to ensure
integrity
For reference list contact Susan Booth at
sbooth@cfcc.edu
Susan Booth
Faculty, Cape Fear Community College
Business Technologies Department
4500 Blue Clay Road
Castle Hayne, NC 28429
910.362.7450
sbooth@cfcc.edu