Cheating. This is a word that seems to strike fear into the
hearts of instructors on a regular basis, especially when combined with the
words distance education. There seems to be a general sense of insecurity with
the idea that students will be academically honest and show integrity when
interacting with course content from a distance. Styron and Styron (2010)
explain that cheating is nothing new and that academic dishonesty can be traced
back over 100 years; they go on to explain that even though cheating is old,
new ways of cheating show up with new technologies. Styron and Styron (2010) go
on to state that overall evidence of cheating has increased in recent years but
that it is difficult to say whether or not the incidences of cheating in online
environments is significantly higher than the average classroom.
This sentiment that online cheating may not be more likely
than in regular classroom settings is supported by Hollister and Berenson
(2009) as well as Kidwell and Kent (2008). What is interesting about many of
these studies on cheating is that they are based, most often, on student
self-reporting (Styron & Styron 2010). What was most interesting to me was
the variation of responses to what students and faculty even consider to be
cheating, a topic studied by Higbee, Shultz, and Sanford (2011). I find often
times that the real questions that my students struggle with (and that I find
myself pondering) are really what cheating is in an age of connectivist
learning (Marais 2010).
I usually attempt to limit cheating by having students
develop original creations and allowing them to make up assignments in many
cases. Granted, I teach at a high school and this may not work as well in other
environments, but allowing students to retest over time provides me with a low
anxiety environment when it comes to tests. Grades are still put in, but the
students have a limited window where they have the opportunity to prove that
they know the information. This is not much different from the real world where
learners can test multiple times for a certification, pay to take an ACT like
test multiple times, or where learners can retake courses.
Of course, I got away from connectivist learning there for a
second and need to go back to it. My classroom looks very different than most
when it comes to major assignments because my students spend a lot of time
talking to one another, sharing ideas, and crafting collaborative
demonstrations of their learning. I still have tests and quizzes, but more
often than not the students try to create projects and products that
demonstrate their learning. Some people say that I allow my students to cheat
because they spend so much of their time communicating with and supporting each
other, but I think that in a networked world the true test of their abilities
will come out through their interactions with others. They need to be able to
perform certain tasks and specific skills individually, but in a globalized
world they also need to be able to construct solutions with others in real time
across an indeterminate space. So, I struggle sometimes with a narrow view of
what cheating is. Like many things, I think that our technology has enabled us
to move beyond the definitions that used to apply.
References:
Higbee, J. L., Schultz, J. L., & Sanford, T. (2011).
Student Perspectives On Behaviors That Constitute Cheating. Contemporary Issues In Education Research,
4(10), 1-8.
Hollister, K. K., & Berenson, M. L. (2009). Proctored
Versus Unproctored Online Exams: Studying the Impact of Exam Environment on
Student Performance. Decision Sciences
Journal Of Innovative Education, 7(1),
271-294. doi:10.1111/j.1540-4609.2008.00220.x
Kidwell, L. A., & Kent, J. (2008). Integrity at a
Distance: A Study of Academic Misconduct among University Students on and off Campus.
Accounting Education, 173-16. doi:10.1080/09639280802044568
Marais, N. (2010). Connectivism as learning theory: the
force behind changed teaching practice in higher education. Education, Knowledge & Economy, 4(3), 173-182. doi:10.1080/17496896.2010.556478
Styron, J., & Styron Jr., R. A. (2010). Student Cheating
And Alternative Web-Based Assessment. Journal
Of College Teaching & Learning, 7(5),
37-42.
