Students’ Perception of the Effectiveness of Measures used to Prevent Cheating in the Online Classroom.
Track
Research Project / Online Learning
Abstract
Cheating in the online classroom is a concern for faculty and administrators in higher education. Although many different deterrents to cheating have been instituted, effectiveness of these deterrents is not well understood. The purpose of this study was to describe how effective online students rank commonly used strategies to prevent cheating in online courses. This is a descriptive web survey with students from a private not for profit academic institution. The survey was completed by 1008 students from associate to doctoral degree programs. These students came from various disciplines, including nursing. Data analysis included descriptive statistics, chi-square analysis and content analysis of open ended responses. Students ranked engaged learning assignments as the most effective in deterring cheating in online courses. Students expressed concern about legal and privacy issues associated with high technology deterrents such as remote proctoring devices and data mining software. Recommendations for practice include using engaged learning strategies and proctored test centers. Future research should continue to evaluate the effectiveness of emerging technologies designed to reduce online cheating.
Session Format
Poster Session
Location
Room 113
Recommended Citation
Hart, Leigh and Morgan, Lesley, "Students’ Perception of the Effectiveness of Measures used to Prevent Cheating in the Online Classroom." (2016). SoTL Commons Conference. 54.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/54
Students’ Perception of the Effectiveness of Measures used to Prevent Cheating in the Online Classroom.
Room 113
Cheating in the online classroom is a concern for faculty and administrators in higher education. Although many different deterrents to cheating have been instituted, effectiveness of these deterrents is not well understood. The purpose of this study was to describe how effective online students rank commonly used strategies to prevent cheating in online courses. This is a descriptive web survey with students from a private not for profit academic institution. The survey was completed by 1008 students from associate to doctoral degree programs. These students came from various disciplines, including nursing. Data analysis included descriptive statistics, chi-square analysis and content analysis of open ended responses. Students ranked engaged learning assignments as the most effective in deterring cheating in online courses. Students expressed concern about legal and privacy issues associated with high technology deterrents such as remote proctoring devices and data mining software. Recommendations for practice include using engaged learning strategies and proctored test centers. Future research should continue to evaluate the effectiveness of emerging technologies designed to reduce online cheating.
