User Authentication and Academic Integrity in Online Assessment

2005 ◽  
pp. 341-359 ◽  
Author(s):  
Boris Vilic ◽  
Marie A. Cini
Keyword(s):  
Online Education ◽  
Academic Integrity ◽  
User Authentication ◽  
Effective Instruction ◽  
Authentic Assessment ◽  
Online Assessment ◽  
Student Identification ◽  
Faculty And Administrators ◽  
Educational Delivery

This chapter reviews the issues surrounding user authentication and academic integrity in online assessment and offers a number of academic and technological solutions for dealing with student identification and plagiarism. It argues that even though violations of academic integrity are seemingly ubiquitous across all forms of educational delivery, the relative recency of online education has led to growing concerns among faculty and administrators. Although technological solutions for addressing the issues of user authentication and academic integrity are increasing in number, the chapter emphasizes the need for effective instruction and authentic assessment as the strongest means of deterring and reducing the number of academic integrity violations.

scholarly journals Towards a Post Covid-19 Digital Authentic Assessment Practice: When Radical Changes Enhance the Student Experience

2020 ◽  
pp. 59-65
Author(s):  
Stylianos Hatzipanagos ◽  
Alan Tait ◽  
Linda Amrane-Cooper
Keyword(s):  
Online Education ◽  
Life Experience ◽  
Authentic Assessment ◽  
Learning Opportunities ◽  
Online Assessment ◽  
Assessment Practices ◽  
Digital Learning ◽  
Assessment Practice ◽  
Digital Assessment ◽  
The Uk

In 2020, the Higher Education sector, in the UK and internationally, had to move to online assessment because of the Covid-19 pandemic, at a speed and scale which might have been unimaginable under normal circumstances. By upscaling and accelerating the adoption of digital assessment practices in distance and online education across the world, educators had to rethink assessment processes to make sure they were an integral part of the authentic digital life experience for students and staff. As these changes appear to be far from temporary, they have accelerated the transition to a “new normal” regime of assessing students online for the foreseeable future. The priority in the sector is that fundamental principles of assessment including integrity and authenticity are supported in the design and implementation of assessments. In addition ensuring that no student is disadvantaged in accessing digital learning opportunities, when they are assessed. The paper discusses a project that collected data about three final assessment routes students have taken. The aim was to generate understanding of this transition to online assessment, primarily from the perspective of the experience of the students who have been affected. Our findings explore student agreement with this transition to online assessment and provide an opportunity to understand student approaches to assessment and what they would like to see in future assessments. Finally we explore the implications for practice in distance learning and campus based environments and for the sector.

scholarly journals Factors Influencing Students’ Behavior and Attitude Towards Online Education during COVID-19

2021 ◽  
Vol 13 (13) ◽  
pp. 7469
Author(s):  
Gratiela Dana Boca
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Individual Characteristics ◽  
Online Assessment ◽  
Teaching Skills ◽  
Educational Activities ◽  
Online Platforms ◽  
Factors Influencing ◽  
The World

Universities around the world have faced a new pandemic, forcing the closure of campuses that are now conducting educational activities on online platforms. The paper presents a survey about students behavior and attitudes towards online education in the pandemic period from the Technical University of Cluj Napoca, Romania. A group of 300 students participated. The questionnaire was structured in four parts to determine student’s individual characteristics, student’s needs, students’ knowledge in using virtual platforms and students’ quality preferences for online education. The students said that online education in a pandemic situation is beneficial for 78% of them. A total of 41.7% percent of students appreciated the teachers’ teaching skills and the quality of online courses since the beginning of the pandemic, and 18.7% percent of the students appreciated the additional online materials for study to support their education. However, students found online education stressful, but preferred online assessment for evaluation. This pandemic has led to the new stage of Education 4.0, online education, and the need to harmonize methods of education with the requirements of new generations.

scholarly journals Online Higher Education: Beyond the Hype Cycle

2015 ◽  
Vol 29 (4) ◽  
pp. 135-154 ◽  
Author(s):  
Michael S. McPherson ◽  
Lawrence S. Bacow
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Flipped Classroom ◽  
College Level ◽  
Hype Cycle ◽  
Online Higher Education ◽  
Faculty And Administrators ◽  
Selective Schools ◽  
Start Ups

When two Silicon Valley start-ups, Coursera and Udacity, embarked in 2012 on a bold effort to supply college-level courses for free over the Internet to learners worldwide, the notion of the Massively Open Online Course (MOOC) captured the nation's attention. Although MOOCs are an interesting experiment with a role to play in the future of higher education, they are a surprisingly small part of the online higher education scene. We believe that online education, at least online education that begins to take full advantage of the interactivity offered by the web, is still in its infancy. We begin by sketching out the several faces of online learning—asynchronous, partially asynchronous, the flipped classroom, and others—as well as how the use of online education differs across the spectrum of higher education. We consider how the growth of online education will affect cost and convenience, student learning, and the role of faculty and administrators. We argue that spread of online education through higher education is likely to be slower than many commenters expect. We hope that online education will bring substantial benefits. But less-attractive outcomes are also possible if, for instance, legislators use the existence of online education as an excuse for sharp cuts in higher education budgets that lead to lower-quality education for many students, at the same time that richer, more-selective schools are using online education as one more weapon in the arms race dynamic that is driving costs higher.

scholarly journals Academic integrity of university students during emergency remote online assessment: An exploration of student voices

2021 ◽  
Vol 6 ◽  
Author(s):  
Anne H. Verhoef ◽  
Yolandi M. Coetser
Keyword(s):  
University Students ◽  
South African ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Time Management ◽  
Online Assessment ◽  
Student Voices ◽  
Online Assessments ◽  
African Context ◽  
Feeling Overwhelmed

Background: This article examines the phenomenon of academic integrity during the coronavirus disease 2019 (COVID-19) pandemic, with particular reference to emergency online assessments in 2020.Aim: It explores academic dishonesty, cheating and plagiarism of university students during emergency remote online assessment, from the perspective of South African students.Setting and Methodology: The authors explore the approaches of different universities worldwide, as well as the extant literature on the topic. An examination of the current literature related explicitly to the COVID-19 online assessments reveals a dearth of engagement by researchers in the South African context. In order to address this lacuna, the authors rely on data generated from an institutional forum on academic dishonesty at a University in South Africa. It focuses specifically on the voices of students presented during the forum, which explained both why students are dishonest and ways to curb dishonesty.Results and Conclusion: The data generated show whilst some students were dishonest due to pandemic-related issues (like lack of monitoring), there are also other reasons, such as lack of time management, feeling overwhelmed and stressed and struggling with technology that contributes to student dishonesty. Students suggest that assessments be approached differently online to curb academic dishonesty. The paper concludes by providing some fundamental changes needed to address academic dishonesty.

The role of authentic assessment to preserve academic integrity and promote skill development and employability

2019 ◽  
Vol 45 (11) ◽  
pp. 2132-2148 ◽  
Author(s):  
Popi Sotiriadou ◽  
Danielle Logan ◽  
Amanda Daly ◽  
Ross Guest
Keyword(s):  
Academic Integrity ◽  
Skill Development ◽  
Authentic Assessment

scholarly journals Academic dishonesty: An international student perspective

2016 ◽  
Vol 2 (1) ◽  
pp. 111-123 ◽  
Author(s):  
Denise Simpson
Keyword(s):  
Higher Education ◽  
International Students ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
International Student ◽  
Campus Culture ◽  
Student Perspective ◽  
Policies And Procedures ◽  
Faculty And Administrators ◽  
Changing Demographics

Academic dishonesty is a long-standing issue for faculty and administrators, yet the concern over dishonesty among international students is growing. With the changing demographics of higher education, faculty and administrators must revisit how campus policies and procedures serve all students’ needs, but especially international students, as it relates to academic dishonesty. This article explores academic dishonesty from an international student context and provides suggestions for facilitating a campus culture of academic integrity.

scholarly journals Online Learning Integrity Approaches: Current Practices and Future Solutions

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Anita Lee-Post ◽  
Holly Hapke
Keyword(s):  
Online Learning ◽  
Academic Integrity ◽  
Predictive Analytics ◽  
User Authentication ◽  
Cost Effective ◽  
Primary Objective ◽  
Surveillance Systems ◽  
Learner Identity ◽  
Password Security ◽  
Security Questions

The primary objective of this paper is to help institutions respond to the stipulation of the Higher Education Opportunity Act of 2008 by adopting cost-effective academic integrity solutions without compromising the convenience and flexibility of online learning. Current user authentication solutions such as user ID and password, security questions, voice recognition, or fingerprint identification are not infallible and may violate students’ rights to privacy or cause undue interruptions to their efforts in performing assessment tasks. Existing authentication solutions will be evaluated for their cost effectiveness in preventing fraud and cheating while ensuring learner identity and honesty. Emerging technologies in the form of biometrics, surveillance systems and predictive analytics will be examined to provide insights into the future of e-authentication for ensuring the academic integrity of online learning.

scholarly journals The Effectiveness of Teaching and Learning Process in Online Education as Perceived by University Faculty and Instructional Technology Professionals

2017 ◽  
Vol 6 (1) ◽  
pp. 65-75 ◽  
Author(s):  
Raghu Naath Singh ◽  
David Hurley
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Academic Integrity ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Relevant Literature ◽  
Reliability And Validity ◽  
Student Empowerment ◽  
A Chain ◽  
Teaching Learning

Objective of the study was to assess selected principles of effective online education. Elements of those principles were identified and ranked in terms of their relative importance through Delphi procedures. Research steps included (1) a review of relevant literature critically reporting challenges and credibility of online course delivery experienced in the higher education, (2) developing a list of major principles for online learning (efficacy, student empowerment, and academic integrity) based on the literature, (3) selecting a sample through a chain-referral technique of faculty members and supporting technology staff involved in online teaching at selected university campuses, (4) interviewing respondents in two rounds to rank goals and means of each of the three evaluative principles, and (5) analyzing data and subjecting them for reliability and validity analyses. The study found strong academic support in the matters of efficacy and student empowerment for online teaching; but also found some concerns respondents had about the issues of maintaining adequate integrity of online courses.    Keywords: online education, teaching-learning process, identifying three effectiveness evaluation principles of efficacy, student empowerment and academic integrity; ranking goals and means for three principles through Delphi method, reliability, validity 

scholarly journals Administrators’ and Faculty’s Perceived Online Education Barriers and The Role of Transformational Leadership at a U.S. University in Lebanon

2016 ◽  
Vol 2 (1) ◽  
pp. 15 ◽  
Author(s):  
Sahar El Turk ◽  
Isabelle Cherney
Keyword(s):  
Transformational Leadership ◽  
Online Education ◽  
Leadership Style ◽  
Online Instruction ◽  
Perceived Barriers ◽  
Structural Barriers ◽  
Arts And Sciences ◽  
Transformational Leadership Style ◽  
Faculty And Administrators ◽  
The University

<p>The purpose of this quantitative study was to identify the perceived barriers obstructing the implementation of online education by administrators and faculty at the School of Arts and Sciences of a U.S. university located in Lebanon. The aim of this study was to offer a solution to the most important perceived barriers to online education that informs administrative decisions concerning the appropriate modalities of online instruction that may be implemented at the university. The exploratory factor analysis identified 8 factors out of 35 possible perceived barriers to online education. Faculty and administrators perceived the structural barriers and the pedagogical barriers as very important. Faculty also perceived technical barriers as very important. As a first step toward offering online instruction, the university leadership could offer blended traditional and online education instruction for suitable courses in the School of Arts and Sciences with the goal of assessing feasibility and acceptance. The implementation of this solution may be smoother if facilitated using various leadership styles. In this article, the transformational leadership style is used for implementing the solution to the problem. The findings of this research may be beneficial for other universities in Lebanon and other nations that may be considering the implementation of online education.</p>

scholarly journals Comparing Student Performance on Proctored and Non-Proctored Exams in Online Psychology Courses

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Lee William Daffin Jr. ◽  
Ashley Anne Jones
Keyword(s):  
Online Education ◽  
Student Performance ◽  
Academic Integrity ◽  
Teaching Style ◽  
State University ◽  
Online Classes ◽  
Student Misconduct ◽  
Washington State University ◽  
Psychology Courses ◽  
Future Direction

As online education becomes a more popular and permanent option for obtaining an education after high school, it also raises questions as to the academic rigor of such classes and the academic integrity of the students taking the classes. The purpose of the current study is to explore the integrity issue and to investigate student performance on online examinations. Utilizing a sample of about 1,700 students who took online psychology classes of varying difficulty at Washington State University from the spring 2015 to spring 2016, we found that students performed 10-20% better but took about twice as long on non-proctored versus proctored exams. This confirmed our hypotheses and the effect held when we compared our in-house proctoring service used during this time against ProctorU used for one semester in the fall 2012. To ensure the most robust design possible, we also rotated the proctored exam in each class at least once and then compared performance on an exam when it was proctored versus when the same exam was non-proctored. Results showed better performance when the exam was non-proctored then when it was proctored. Finally, since instructors changed over the four semesters our study ran, we wanted to ensure that the results were due to student misconduct and not differences in teaching style. This potential confounding variable was eliminated. Implications of student misconduct for academic integrity in online classes is discussed and potential solutions presented, including a future direction for research.

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