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Sunday, October 19, 2003
Academic Integrity in Online Education - Sloan-C View
A recent conversation on the Sloan-C listserv focused on academic integrity as a perceived obstacle to the quality of online education. Bob Ubell of Stevens Tech notes that wherever he makes presentations about online learning, “inevitably, faculty and administrators at schools everywhere raise the specter of cheating online as a serious obstacle to faculty acceptance of online education.” The issue of academic integrity is not unique to online education. Carole Hayes of Florida State University observes that, “in any situation, anyone who is really compelled to cheat will find a way” whatever the course delivery mode, and most online learning practitioners would agree with Boria Sax of Mercy College that “no security system is ever likely to be foolproof.” Nevertheless, many practitioners also agree with Terri Buckner of the University of North Carolina that online education has to meet a higher standard for demonstrating academic integrity than occurs in the F2F classroom, reflecting the notion that online education is more susceptible than traditional instruction to cheating and other breaches of academic integrity. Although this notion may be based more on perception than reality, Ray Schroeder of the University of Illinois-Springfield comments that F2F students are rarely asked to present identification for taking exams in large-lecture classroom courses, whereas online students routinely do so when they take proctored exams. Online educators address this perception as they develop ways to protect academic integrity in online education.
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