How Can Course Design Help Prevent Online Cheating?
Learn the techniques that other schools have successfully used to slash the potential of cheating, assuage student anxiety about their academic performance, and propel them toward being more honest, self-reliant learners.
Reduce the risk of cheating in your online courses
Students have always found ways to cheat, probably since the days of Plato and the Academy—sometimes inadvertently, sometimes deliberately.
Teachers in face-to-face classrooms were able to develop a sixth sense for things that didn't seem quite right. But with students and educators at remote locations in online courses, the problem of cheating has gotten harder to manage.
Educators have been able to dramatically reduce the frequency and intensity of cheating by implementing some realistic strategies. A discussion of those strategies and how you can apply them at your own school is the subject of How Can Course Design Help Prevent Online Cheating?—the 20-Minute Mentor video now available for purchase from Magna Publications.
In a friendly and engaging presentation, Dr. Thomas J. Tobin of the Center for Teaching and Learning at Northeastern Illinois University reveals his multipart method proven to reduce dishonest behavior in online courses.
You'll see how to build a culture of honesty that encourages students to minimize risky coursework behaviors. You'll learn how a simple thing like clearly and repeatedly setting out expectations of academic honesty can influence a student's ethical habits.
You'll discover how to foster academic integrity among your students throughout the course—not just before exams, when papers are due, or other course milestones that carry higher consequences.
In just 20 minutes, you can learn the techniques that other schools have successfully used to slash the potential of cheating, assuage student anxiety about their academic performance, and propel them toward being more honest, self-reliant learners. Buy your 20-minute video today.
Product Code: QM15FA
In How Can Course Design Help Prevent Online Cheating?, you'll discover how Dr. Tobin's three-part model—trust, verification, and observation—can actually make it easier for teachers to detect cheating and intervene early to address it.
After watching the video, viewers will be able to:
- Identify dishonest learner behaviors
- Apply various tactics to specific course events that encourage honesty
- Analyze borderline or suspicious learner actions
- Create expectations of academic honesty in their courses
You'll see the importance of repeatedly stressing integrity-building statements and directions. You'll learn where to strategically place them so that students really absorb and integrate them in their daily learning lives. Dr. Tobin will give practical tips throughout the presentation for implementing these strategies efficiently. Buy your video now.
Benefits of Viewing
Learning how to build trust with your students can nurture honest behavior and empower them to participate fully in your online courses.
When you view this presentation, you'll benefit by seeing how to:
- Harness the power of an honor code to instill student integrity
- Use verification for bonding students to your academic integrity goals
- Observe whether students are showing their knowledge and skills ethically
- Check student work with big databases—and when not to
- Revise assignment schedules to catch and correct inadvertent cheating early
- Rely on proctors to monitor, both directly and indirectly
Sample documents, rubrics, and recommended resources that come with this video will aid your ongoing efforts. Besides slashing the risk of student cheating, the techniques you'll discover in this presentation can actually help you guide your students to become better, more ethical learners. You'll instill them with behaviors to deepen their educational experience and sharpen their internal moral compass.
Buy your copy today!
Thomas J. Tobin spent five years as the Coordinator of Learning Technologies in the Center for Teaching and Learning (CTL) at Northeastern Illinois University in Chicago, and is now a faculty developer and professional consultant in State College, Pennsylvania. He is an internationally recognized speaker and author on topics related to quality in distance education, especially copyright, evaluation of teaching practice, academic integrity, and accessibility/universal design for learning.
Since the advent of online courses in higher education in the late 1990s, Tom’s work has focused on using technology to extend the reach of higher education beyond its traditional audience. He advocates for the educational rights of people with disabilities and people from disadvantaged backgrounds.
Tom serves on the editorial boards of InSight: A Journal of Scholarly Teaching, the Journal of Interactive Online Learning, and the Online Journal of Distance Learning Administration.
His most recent book is Evaluating Online Teaching: Implementing Best Practices (Wiley, 2015) with Jean Mandernach and Ann H. Taylor. He is currently writing Reach Everyone, Teach Everyone: Re-Framing Universal Design for Learning in Higher Education, expected from West Virginia University Press in late 2017.
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