When Distance Technologies Meet the Student Code

2010 ◽  
pp. 79-96
Author(s):  
Peg Wherry ◽  
Deborah Lundberg Windes
Keyword(s):  
Instructional Practices ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Course Design ◽  
Student Conduct ◽  
Online Program ◽  
Student Misconduct ◽  
Program Administrators ◽  
Development Processes

This case study outlines problems with student conduct in an online undergraduate program and explains how a student code was applied to resolve the issues and institute procedures to reduce future incidents of academic dishonesty and incivility. The study describes several instances of student misconduct and explains how online program administrators responded by improving communication with both students and faculty and by modifying course design and development processes as well as instructional practices. It also reports on how other administrators assisted in handling resolution and discipline. While technology itself may both complicate the maintenance of conduct standards and provide new ways to protect academic integrity, this study demonstrates that the introduction of technology should not change the rules.

When Distance Technologies Meet the Student Code

2010 ◽  
pp. 1626-1643
Author(s):  
Peg Wherry ◽  
Deborah Lundberg Windes
Keyword(s):  
Instructional Practices ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Course Design ◽  
Student Conduct ◽  
Online Program ◽  
Student Misconduct ◽  
Program Administrators ◽  
Development Processes

This case study outlines problems with student conduct in an online undergraduate program and explains how astudent code was applied to resolve the issues and institute procedures to reduce future incidents of academic dishonesty and incivility. The study describes several instances of student misconduct and explains how online program administrators responded by improving communication with both students and faculty and by modifying course design and development processes as well as instructional practices. It also reports on how other administrators assisted in handling resolution and discipline. While technology itself may both complicate themaintenance of conduct standards and provide new ways to protect academic integrity, this study demonstrates thatthe introduction of technology should not change the rules.

Opportunities for Enhancing Ethical Climates in Online Courses

2013 ◽  
pp. 20-36
Author(s):  
Robyn Hulsart ◽  
Vikkie McCarthy
Keyword(s):  
Academic Dishonesty ◽  
Academic Integrity ◽  
Online Courses ◽  
Online Course ◽  
Undergraduate Program ◽  
Course Content ◽  
Student Misconduct ◽  
Ethical Climates ◽  
Student Acceptance

This case study outlines issues with student academic integrity in an online undergraduate program and explains how faculty can play an important role in reducing the likelihood that students will decide to cheat. The study describes possible motivations for student misconduct, student acceptance of academic dishonesty, and administrative/faculty responses to violations of published academic integrity policies. It also presents a model of online course climate in which both faculty and students have responsibilities to the classroom and ethical facilitation of course content. This case looks at one institution’s effort to integrate integrity into a curriculum by instilling a culture of trust from which lessons beyond the classroom can be learned.

Opportunities for Enhancing Ethical Climates in Online Courses

2015 ◽  
pp. 1924-1935
Author(s):  
Robyn Hulsart ◽  
Vikkie McCarthy
Keyword(s):  
Academic Dishonesty ◽  
Academic Integrity ◽  
Online Courses ◽  
Online Course ◽  
Undergraduate Program ◽  
Course Content ◽  
Student Misconduct ◽  
Ethical Climates ◽  
Student Acceptance

This case study outlines issues with student academic integrity in an online undergraduate program and explains how faculty can play an important role in reducing the likelihood that students will decide to cheat. The study describes possible motivations for student misconduct, student acceptance of academic dishonesty, and administrative/faculty responses to violations of published academic integrity policies. It also presents a model of online course climate in which both faculty and students have responsibilities to the classroom and ethical facilitation of course content. This case looks at one institution's effort to integrate integrity into a curriculum by instilling a culture of trust from which lessons beyond the classroom can be learned.

Video Technology for Academic Integrity in Online Courses

2011 ◽  
pp. 289-300
Author(s):  
Judith Szerdahelyi
Keyword(s):  
Academic Dishonesty ◽  
Academic Integrity ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Courses ◽  
Academic Misconduct ◽  
Video Production ◽  
High Tech ◽  
Face To Face ◽  
Two Factors

In addition to their traditional low-tech repertoire of cheating methods, students are now compromising academic integrity by utilizing sophisticated high-tech innovations to improve their grades. The inexperience of online faculty can also contribute to students’ academic misconduct when instructors employ a course design and/or assessment measures that are more appropriate for face-to-face courses. This chapter discusses how easy it is for students to “fake a course” and earn a grade in an online class without acquiring knowledge if a combination of two factors are present: 1) Using pedagogical tools unsuitable for measuring online performance, and 2) Violations of academic integrity. The purpose of the chapter is to present new methods of utilizing multimedia technology, more specifically student video production, to reduce the possibility of academic dishonesty and to improve the quality of teaching and learning.

scholarly journals Interaction of Proctoring and Student Major on Online Test Performance

2018 ◽  
Vol 19 (5) ◽  
Author(s):  
Helaine M Alessio ◽  
Nancy Malay ◽  
Karsten Maurer ◽  
A. John Bailer ◽  
Beth Rubin
Keyword(s):  
Academic Dishonesty ◽  
Academic Integrity ◽  
Test Performance ◽  
Fixed Effects ◽  
Course Design ◽  
High Stakes ◽  
Online Test ◽  
Randomized Design ◽  
Faculty Concerns ◽  
Online Tests

Traditional and online university courses share expectations for quality content and rigor. Student and faculty concerns about compromised academic integrity and actual instances of academic dishonesty in assessments, especially with online testing, are increasingly troublesome. Recent research suggests that in the absence of proctoring, the time taken to complete an exam increases significantly and online test results are inflated. This study uses a randomized design in seven sections of an online course to examine test scores from 97 students and time taken to complete online tests with and without proctoring software, controlling for exam difficulty, course design, instructor effects, and student majors. Results from fixed effects estimated from a fitted statistical model showed a significant advantage in quiz performance (7-9 points on a 100 point quiz) when students were not proctored, with all other variables statistically accounted for. Larger grade disparities and longer testing times were observed on the most difficult quizzes, and with factors that reflected the perception of high stakes of the quiz grades. Overall, use of proctoring software resulted in lower quiz scores, shorter quiz taking times, and less variation in quiz performance across exams, implying greater compliance with academic integrity compared with when quizzes were taken without proctoring software.

scholarly journals Institutional Strategies that Foster Academic Integrity: A Faculty-Based Case Study

2014 ◽  
Vol 7 (1) ◽  
pp. 32
Author(s):  
Sebastian Prins ◽  
Anna Hildegarde Lathrop
Keyword(s):  
Undergraduate Students ◽  
Academic Integrity ◽  
Intervention Strategy ◽  
Academic Misconduct ◽  
Education Assessment ◽  
Student Misconduct ◽  
Associate Dean ◽  
Institutional Strategies ◽  
The Impact

In recognition that student academic misconduct is a complex issue that requires a holistic and institutional approach, this case study explores the impact of an intervention strategy adopted by the Faculty of Applied Health Sciences (comprised of approximately 80 faculty and an average of 3,240 undergraduate students) at Brock University, St. Catharines, Ontario. In 2006, spearheaded by the Associate Dean for Undergraduate Studies, a Faculty-wide academic integrity strategic plan was designed and implemented. The plan identified 4 principles (collaboration, education, assessment, and monitoring and detection) and recommended 17 initiatives. This case study examines the impact of theses initiatives through an analysis of survey data and incidences of student misconduct cases adjudicated between 2005 and 2012 (with 2006 as the point of intervention). Data was coded and analyzed using the Welch’s t-test. Results indicated that the intervention strategy led to a significant reduction in the frequency of self-reported at risk behavior and the number of academic misconduct cases. This paper will report on these findings and identify the strategies that helped effect a positive change in the culture of academic integrity.

Managing Growth of an Online Program though Policy and Mainstreaming

2010 ◽  
pp. 190-207
Author(s):  
Deb Gearhart
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Academic Integrity ◽  
Rapid Growth ◽  
Educational Services ◽  
Degree Programs ◽  
Online Program ◽  
Program Delivery ◽  
Online Degree

At a time when higher education is struggling to provide educational services to students on traditional campuses, many institutions are experiencing growth in the online degree programs that they provide. This case study looks at one institution’s effort to deal with rapid growth in online education while maintaining academic integrity and quality in program delivery; managing program growth through the development and use of policy and procedures.

Learning during developing and implementing new bank offerings

2005 ◽  
Vol 23 (1) ◽  
pp. 54-72 ◽  
Author(s):  
Eric Stevens ◽  
Sergios Dimitriadis
Keyword(s):  
Learning Strategies ◽  
Qualitative Methodology ◽  
Development Process ◽  
Development Project ◽  
Longitudinal Case Study ◽  
Learning Mechanisms ◽  
Content Type ◽  
Development Processes ◽  
Informal Development

PurposeKnowledge of the management issues for developing new bank offerings efficiently is limited. Furthermore, recent research suggests that organisational learning can contribute greatly to the success of innovation projects. The aims of this paper are to provide a detailed description of the development process of a new financial product and to identify learning actions that may contribute to its effectiveness.Design/methodology/approachReports findings from a qualitative, longitudinal case study of a well‐known French bank.FindingsThe results revealed an informal development process consisting of a sequence of issues to solve and decisions to make.Research limitations/implicationsThough observations fit with the theoretical model, the findings cannot be generalized due to the use of a qualitative methodology. Thus, selecting a development project that brings variance to the scope and degree of innovativeness could enrich the observed learning mechanisms. Second, as services are very heterogeneous, further research should be done on the development processes of different new services, for example standardised versus customised. Third, mechanisms of adoption or avoidance of learning procedures remain to be explored extensively. Understanding the reasons of choice and adoption of learning strategies according to the environment and nature of the project could lead to further managerial recommendations.Practical implicationsImplications for banks to encourage learning during innovation are discussed and several opportunities for further research are suggested.Originality/valueAn informal development process is revealed, consisting of a sequence of issues to solve and decisions to make. Multiple learning actions and strategies are identified that enhance process effectiveness and efficiency.

scholarly journals THE CHALLENGING COMBINATION OF AGILITY AND CONVERGENCE IN HYBRID PRODUCT DEVELOPMENT PROCESSES: AN EMPIRICAL ANALYSIS OF STANFORD'S ME310 PROCESS MODEL

2021 ◽  
Vol 1 ◽  
pp. 2991-3000
Author(s):  
Frank Koppenhagen ◽  
Tim Blümel ◽  
Tobias Held ◽  
Christoph Wecht ◽  
Paul Davin Kollmer
Keyword(s):  
Empirical Analysis ◽  
Systems Engineering ◽  
Process Model ◽  
Design Thinking ◽  
Solution Space ◽  
Problem Formulation ◽  
Study Approach ◽  
Development Processes ◽  
Student Projects

AbstractCombining agility and convergence in the development of physical products is a major challenge. Rooted in a design thinking approach, Stanford's ME310 process model attempts to resolve the conflicting priorities of these two design principles. To investigate how successful Stanford's hybrid process model is in doing so, we have used a qualitative case study approach. Our paper begins by outlining this process model's fundamental principles in terms of engineering design methodology. Subsequently, we present the results of our empirical analysis, which tracks the coevolution of problem and solution space by meticulously examining all prototype paths in ten of Stanford's ME310 student projects. We have discovered that convergence during solution finding does not correspond to the process model's theoretical specifications. Even in the phase of the final prototype, both the technical concept and the underlying problem formulation changed frequently. Further research should focus on combining the prototype-based ME310 approach with methods from systems engineering which allow for a more comprehensive theoretical exploration of the solution space. This could lead to improved convergence during solution development.

Environmental service-learning approach in higher education – a descriptive case study on student-led life cycle assessments of university cafeteria meals

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jonas Johannisson ◽  
Michael Hiete
Keyword(s):  
Higher Education ◽  
Life Cycle ◽  
Service Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Learning Approach ◽  
Graduate Course ◽  
Content Type ◽  
Descriptive Case Study

Purpose This study aims to share experiences of an easy to adapt service-learning approach in a graduate course on life cycle assessment (LCA). Specifically, it reports on how students helped the university’s cafeteria to assess meals by conducting an LCA for 25 meals and identifying environmental hotspots. Design/methodology/approach A descriptive case study of a graduate course at Ulm University is presented. The course included lectures and problem-based exercises, both theoretical and software assisted. A course evaluation was conducted during the course and one year after completion to poll improvement potentials, as well as its impacts on students’ everyday life. Findings It was found that although it was the first LCA for all students, the resulting LCA information of 25 different meals were homogeneous, comparable to the scientific literature and beneficial to the cafeteria’s sustainable development strategy. The concept of service-learning had a higher impact on students’ motivation than a good grade and active-learning is explicitly requested by students. The course design sensitized students to the real-life problems of LCA and made their consumption patterns more elaborate and ecological. Furthermore, this digitization of higher education could be carried out with only minor changes in the present COVID-19 pandemic situation. Originality/value As the subject of service-learning in natural sciences is still expandable, this study presents an easy to adapt case study on how to integrate such an approach into university curricula dominated by traditional learning. To the best of the authors’ knowledge, this case study presents the first published LCA university course explicitly describing and evaluating a service-learning approach. The topic touches the everyday lives of students, allows comparisons between different student groups, is easily scalable to different group sizes and credits, and supports learning both how to study in small groups and cooperation between groups to ensure comparability of LCA results.

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