Module 4: Ethics in Distance Education

 

Module 4 Assessment

 

Given the physical dimensions of D.E. environment, ethical conduct is often one of the more difficult areas to discuss, let alone enforce. However, due to the development of curriculum design, that places special emphasis on interpersonal group activities, critical discussions, and critical skill assessments, ethical conduct for D.E. environments can easily be incorporated as a further nuanced teaching methodology.

 

According to Hinman (2010), there are three compelling approaches for minimizing D.E. online cheating, as well as plagiarism:

 

1. The virtues approach - seek to develop students who do not want to cheat.

2. Second is the prevention approach, which seeks to eliminate or reduce opportunities for students to cheat and to reduce the pressure to cheat.

3. Thirdly, there is the police approach, which seeks to catch and punish those who do cheat. According to Hinman (2010), policing, when employed consistently, can also serve as a preventative measure. Although each approach is essential in order to curtail academic dishonesty in online assessment, the scope of this discussion focuses on prevention through further reflection four key strategies for minimizing academic dishonesty in online student assessment/ exam.

 

Strategies:

 

1. Timed login system: This first strategy is intended for the specific curtailing of academic dishonesty. Given that it is extremely difficult for the instructor to accurately tell who is participating in an online assessment / exam, it may be helpful to  make effective use of software, or platforms such as Blackboard that will support this approach. The material and corresonding username and password should be disseminated just prior to the assessment being made available, and change for each online assessment. Additionally, questions responces can be time to prevent internet quick searches. Significant disadvantages include cost of sophisticated software.

 

2. In an article entitled, Writing Multiple Choice Items which Require Comprehension , Dewey asserts that an effective strategy would be to create multiple choice questions that require immediate, or more timely responses (2002, pg. 17). Crucial to the successful implementation, instructors should avoid writing questions that would enable student mutiple choice test taking strategies that use responses sentences containing always, never, or similiar clues. 

 

3. A third strategy, Kleiner and Lord promote the rotation of curriculum by assigning original assignments and readings, or even considering alternative, project-based assessments which require personal creativity. In order to be successful, this approach must be carried out regularly.

 

4. A final strategy is still an often overlooked one. Instructors should provide students with an academic integrity policy. According to McMurtry (2001), instructors should take the necessary time to discuss their academic policy with their students. It still remains a point of interest that there are still significant numbers of instructors who fail to do so.