Cheating

=‍‍‍Session 1=

Introduction:
This workshop session will briefly review the issues related to the problem of online cheating by addressing common misconceptions and offering strategies that can promote academic honesty and discourage cheating behaviors in online learning environments. ‍‍‍

Rationale:
According to the latest Babson survey, the number of students taking at least one online course now exceeds 6.7 million, which evidences the incremental and sustained growth of online education (Sloan Consortium, 2013). It is important for online educators to understand that while online education has broached new and boundless opportunities for learning, it has also been accompanied by many caveats, particularly with respect to cheating online.

Objectives:
After participating in this session, participants will be able to:
 * 1) Define the various terminology associated with cheating in online learning.
 * 2) Identify how students commonly cheat online.
 * 3) Compare ways that students cheat in face-to-face courses to online courses.
 * 4) Name and discuss tools that can be used to prevent and detect cheating online learning environments.

Procedures:
 2 Minutes || Part 1: What is online cheating? What is digital cheating? What is e-cheating?
 * || ==== Content ==== ||
 * Introduction


 * Define: Online cheating is one form of academic dishonesty.

> work for you. Examples of cheating include looking at another student’s paper during a test, bringing an answer > sheet to a test, obtaining a copy of a test prior to the test date or submitting homework borrowed from another student.” > (DePauw University, 2013)
 * “Cheating. Using or attempting to use unauthorized materials in any academic exercise or having someone else do

> technology. One type of digital cheating is “e-cheating” which refers to the use of the Internet to cheat. (Rogers, 2006).
 * Digital cheating is a term that refers to online cheating: Online cheating describes students who cheat using computer

Part 2: Why has online cheating become such a problem?

> difficulty distinguishing between their practices and academic dishonesty. This means that some students don’t recognize > that what they are doing is cheating. || 10 Minutes || Lecture Content:
 * Howe & Straus (2003) have identified that millennial generation students partake in information “morphing” and have
 * Mini Lecture

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Part 1: Do students cheat more online than in face-to-face contexts?

> Stuber-McEwen, D., Wiseley, P., & Hoggatt, 2009; and Watson and Sotille, 2010.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Inconclusive and conflicting research findings. Review studies by Harmon, Lambrinos, Buffalino, 2008;

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Part 2: How do students cheat online?

> unauthorized help on exams from texting, using instant messaging, talking on a phone), unauthorized help from > other students, copying others’ work without permission, plagiarizing from an article or book, or using a term paper > writing service. Rowe (2004) has also added re-taking of assessments to this list as well as replacement test-takers.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Watson and Sottile (2010) have reported common ways of online cheating: submitting others’ work as their own,

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Part 3: How can cheating be addressed?

> Kraglund-Gauthier& Young’s (2012) methods for preventing identity issues in assessment, and honor > code/academic integrity policies. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3 Minutes || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Participants are presented with various scenarios and asked to respond T/F.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The “three-pronged approach:” policing, prevention, and ethical. (Ashley, Discussion board)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Provide examples of each--softwares such as Moss, Turnitin, EVE2, ithenticate, and Plag (Ahmet, Discussion board),
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">In-Class Activity Q/A

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Sample Questions:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">5 Minutes || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Participants complete a graphic organizer in which they compare and contrast cheating in online and face-to-face <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">settings, both cheating practices and responses to cheating.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Using individual typing patterns to identify users is one strategy for addressing cheating online. (Natalie, Discussion Board)
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Digital cheating and e-cheating are the same.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Taking an exam open-book is always considered cheating in online classes.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Using question pools is one way of preventing cheating on online assessments. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Questions/Formative Assessment

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Instructor will circulate to discuss the responses with participants.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Sample Below:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> VENN DIAGRAM
||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Resources:
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Additional Reading Types of Academic Dishonesty

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Discussion:
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Please select questions from the slideshow below as discussion starters with your colleagues when you return to class to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">initiate a plan based on cheating in online learning environments covered in in this session.

media type="custom" key="24019554"

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Assignment:
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Next week identify a partner to brainstorm new methods to curtail or reduce online cheating among your students.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Assessment:
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">(1) Formative assessment measures: Venn-Diagram completed in class. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">(2) Summative assessment measures: All participants will complete a final quiz compiled from all mini-sessions.

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