Online Discussion

King Arthur was a legendary character that created a round table in order to standardize equality among his knights. While his idea of creating a table that equalized the playing field is nice, many have argued over time that his ideal is just that...an ideal. In some cultures, some people are more equal than others. In American culture there is an ideal of equal opportunity. For many years there was nothing that really equalized the playing field for everyone, but one could argue that new technologies have changed that because limitations of geography have been minimized and information access has improved. 

With that in mind, answer in your discussion board response for this week the following questions: 


1. Arthur's idea had been that by having a round table, everyone would have an equal voice and there would not be anyone with more power than others when discussions were taking place. Explain why you do or do not think that the Internet has become a round table. 

2. Have new technologies equalized the playing field for many and if so in what ways? If not, why do you believe that they have not? 

3. Reflect on the two items above and explain why you believe that we have or have not moved towards equality with the invention of new technologies. 




By Thursday: You need to respond to the prompt above. There is no set limit on the number of sentences, but you do need to include enough information to fully answer the prompt. Remember that this prompt has multiple parts to it, and you will need to answer them all. Also, please remember that your responses must be based on research articles and outside resources from the class readings and beyond.

By Tuesday of next week: You will need to respond to at least two of your peers. Your response must do one of the following:

- Pose a question for further conversation.
- Provide an insight that could further the conversation.
- Provide an answer or clarification sought by the initial poster.

Comments like the following will receive NO credit:
"I agree"
"Totally!"
"You read my mind."
"Great post!"

Please make sure that you have checked for spelling and grammar errors. ​

The discussion board rubric can be found at this link. 

Um...could you explain what cheating means?

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.