Online Learning Integrity Approaches: Current Practices and Future Solutions

Lee-Post, Anita; Hapke, Holly M.

doi:10.24059/olj.v21i1.843

Cited by 46 publications

(48 citation statements)

References 20 publications

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“…Development of online learning assessment methods as rigorous as in conventional face-to-face setting to prevent cheating/plagiarism is not straightforward [ 16 , 29 ]. While one cannot propose a single assessment method that would work ideally for all engineering courses and classroom sizes, it would still be interesting to study how various online exams and assessment methods (e.g.…”

Section: Discussionmentioning

confidence: 99%

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An observational study of engineering online education during the COVID-19 pandemic

et al. 2021

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The COVID-19 pandemic compelled the global and abrupt conversion of conventional face-to-face instruction to the online format in many educational institutions. Urgent and careful planning is needed to mitigate negative effects of pandemic on engineering education that has been traditionally content-centered, hands-on and design-oriented. To enhance engineering online education during the pandemic, we conducted an observational study at California State University, Long Beach (one of the largest and most diverse four-year university in the U.S.). A total of 110 faculty members and 627 students from six engineering departments participated in surveys and answered quantitative and qualitative questions to highlight the challenges they experienced during the online instruction in Spring 2020. Our results identified various issues that negatively influenced the online engineering education including logistical/technical problems, learning/teaching challenges, privacy and security concerns and lack of sufficient hands-on training. For example, more than half of the students indicated lack of engagement in class, difficulty in maintaining their focus and Zoom fatigue after attending multiple online sessions. A correlation analysis showed that while semi-online asynchronous exams were associated with an increase in the perceived cheating by the instructors, a fully online or open-book/open-note exams had an association with a decrease in instructor’s perception of cheating. To address various identified challenges, we recommended strategies for educational stakeholders (students, faculty and administration) to fill the tools and technology gap and improve online engineering education. These recommendations are practical approaches for many similar institutions around the world and would help improve the learning outcomes of online educations in various engineering subfields. As the pandemic continues, sharing the results of this study with other educators can help with more effective planning and choice of best practices to enhance the efficacy of online engineering education during COVID-19 and post-pandemic.

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Section: Discussionmentioning

confidence: 99%

“…Designing a fair, equitable, and rigorous assessment to minimize cheating and plagiarism is difficult in online environment [ 16 ].…”

Section: Introductionmentioning

confidence: 99%

An observational study of engineering online education during the COVID-19 pandemic

et al. 2021

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“…He expresses that internet can be a tool for fast and easy cheating. The results of the study of Lee-Post and Hapke (2017) indicate that 45% of their learners found the cheating easy in online courses and 30% learners affirm that they would not hesitate to cheat if they get an opportunity to do it. The participants of the study of Kocdar, Karadeniz, Peytcheva-Forsyth and Stoeva (2018), while responding to the open-ended questions have shown their sensitivity towards the subject of cheating and plagiarism and have clarified their position on the subject.…”

Section: Resultsmentioning

confidence: 98%

A Gender-Based Study to Investigate Saudi Male and Female EFL Learners’ Satisfaction Towards the Effectiveness of Hybrid Learning

Gulnaz¹,

Althomali²,

Alzeer³

2020

IJEL

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Since the transmission of knowledge has started, it solely relied on traditional teaching methods but ever since technology-mediated instructions have emerged, they potentially brought a revolution in how we teach, when we teach, from where we teach and what gadgets, modes and apps can better cater learners’ interest and motivation. In this context, hybrid learning is a novel approach in academic settings that embraces advantage of the retention of face-to-face component of traditional classes and e-learning environment. The present study aims at investigating Taif University’s male and female English as Foreign Language (EFL) learners’ satisfaction towards the onsite and online learning environments. An opinionnaire with 20 items was developed with closed ended questions by employing Likert’s five-point scale to collect the data from 200 male and female EFL participants of Taif University, represents quantitative dimensions of the study. The research tool is designed to measure learners’ satisfaction that is further categorized into five subscales. These include: (a) learners’ satisfaction with the instructor and their real-time feedback; (b) perceived ease of use of technology and internet; (c) effective course content and interactive and collaborative activities; (d) finally engaging nature of hybrid learning and its impacts on learners’ interest and motivation. The study finds no significant differences in male and female participants’ perceptions regarding effective delivery of hybrid instructions except meek variations in male and female learners’ preferences in perceived ease of use of technology. The statistics reveal that male participants and their female counterparts slightly differ in their satisfaction level towards the technical problems faced by them in recording their scores, flexibility in terms of time and space, and in smooth completion of online activities. Finally, the study provides few recommendations to fix certain issues and improve the quality of hybrid learning environment.

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“…In the last decade, innovative learning approaches have been introduced into the higher education system. The development of technology and its prevalent use have led higher education institutions to introduce online courses, either fully online or hybrid courses, into their academic learning programs (Lee-Post & Hapke, 2017 ; Marshall & Varnon, 2017 ). This approach enables an increase in full and easy access to learning contents, use of social media, Wikipedia, sharing sites, etc.…”

Section: Introductionmentioning

confidence: 99%

“…This approach enables an increase in full and easy access to learning contents, use of social media, Wikipedia, sharing sites, etc. (Ahmed, 2018 ; Lee-Post & Hapke, 2017 ; Peytcheva-Forsyth et al, 2018 ). In fact, digital technology such as Smartphones, palm computers, mobile computers and PCs and the Internet enable more flexibility, creativity and sometimes even accuracy and effectiveness.…”

Section: Introductionmentioning

confidence: 99%

Two Sides of the Coin: Lack of Academic Integrity in Exams During the Corona Pandemic, Students' and Lecturers' Perceptions

Kohen-Vacs

Shapira²,

Dolev³

2021

J Acad Ethics

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The Covid-19 pandemic that entered our lives suddenly in 2020 compelled higher education systems throughout the world to transfer to online learning, including online evaluation. A severe problem of online evaluation is that it enables various technological possibilities that facilitate students' unethical behaviors. The research aimed to investigate these behaviors, as well as the reasons for their appearance, as practiced in exams held for the first time during the Covid-19 pandemic, and to elicit students' and lecturers' perceptions of students' academic dishonesty (AD) during this period. The sample included 81 students and 50 lecturers from several Israeli colleges and universities. The findings expand extant knowledge on academic dishonesty, identifying significant differences between the perceptions of students and lecturers concerning attitudes towards online exams and the reasons for dishonest behaviors. The findings among the students also indicate that younger students and Arab students tended to cheat more in online exams. Moreover, the findings indicated a lack of mutual trust between students and lecturers with regard to academic dishonesty, a deep distrust that will probably continue even after the Covid-19 crisis. This last finding should be a cause of concern for higher education policy-makers, affecting future policies for improving lecturer-student relations, especially during crises. Recommendations are proposed for addressing academic dishonesty in exams in general and during the pandemic in particular.

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Online Learning Integrity Approaches: Current Practices and Future Solutions

Cited by 46 publications

References 20 publications

An observational study of engineering online education during the COVID-19 pandemic

An observational study of engineering online education during the COVID-19 pandemic

A Gender-Based Study to Investigate Saudi Male and Female EFL Learners’ Satisfaction Towards the Effectiveness of Hybrid Learning

Two Sides of the Coin: Lack of Academic Integrity in Exams During the Corona Pandemic, Students' and Lecturers' Perceptions

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