Download full text
Download full text
ERIC Number: EJ1113346
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
An Integrated Approach to Preempt Cheating on Asynchronous, Objective, Online Assessments in Graduate Business Classes
Sullivan, Daniel P.
Online Learning, v20 n3 p195-209 Sep 2016
Cheating, left untended, erodes the validity of evaluation and, ultimately, corrupts the legitimacy of a course. We profile an approach to manage, with an eye toward preempting, cheating on asynchronous, objective, online quizzes. This approach taps various technological and social solutions to academic dishonesty, integrating them into a technology-centered, socially-sensitive pedagogy. The resulting design engages a battery of technology tools, within a social context moderated by the testing effect, to minimize the practicality, productivity, and hence, students' propensity to cheat. Operationally, we used the Canvas LMS to generate a differentiated series of objective quizzes from question banks holding several hundred potential items. We assess cross-sectional data from 178 MBA students spanning eight online-only classes. The results support the effectiveness of an integrated blend of technology tools and social methods to encourage students' consciousness of the resulting uselessness of cheating. We review the implications of the results to test anxiety, student engagement, learning effectiveness, and workflow efficiency.
Descriptors: Graduate Students, Cheating, Prevention, Business Administration Education, Masters Programs, Computer Assisted Testing, Asynchronous Communication, Objective Tests, Online Courses, Technology Integration, Test Anxiety, Learner Engagement, Efficiency, Test Construction, Integrated Learning Systems, Pretests Posttests, Ethics, Online Surveys
Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: firstname.lastname@example.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A