A New Honesty for a New Game: Distinguishing Cheating from Learning in a Web-Based Testing Environment

The Library and the Writing Centre Build a Workshop: Exploring the Impact of an Asynchronous Online Academic Integrity Course

“…Nonetheless, guiding students toward academic integrity is certainly complicated by students' use of web sources. Ready access to the internet makes it easier to copy and paste essays, look up answers to a homework assignment, or collude with classmates on an online exam (Evering & Moorman, 2012;Smith, 2003;Turner, 2005). Additionally, students' immersion in the online world also means that they are accustomed to a sharing or mash-up culture, in which ideas and information belong to everyone (Germek, 2009;Greer et al, 2012;Hansen, 2003;Wood, 2004) and are exchanged freely without attribution (Considine, Horton, & Moorman, 2009).…”

“…Expectedly, students' dependence on the web also means that institutions can rather easily identify misused sources, and faculty are increasingly turning to the internet to prevent cheating by using software that locks down computer browsers during quizzes and exams or discovers plagiarism through resources like Turnitin.com (Rogerson & McCarthy, 2017;Smith, 2003;Turner, 2005). Many instructors have chosen to use online checkers beyond simply identifying cheating, instead utilizing tools such as Turnitin.com or Ferret in a preventative manner, providing students with explanations of why incorrect quotations or poor paraphrases are considered academic misconduct (Wood, 2004;Barrett & Malcolm, 2006;Heckler, Rice, & Hobson, 2013).…”

“…Typically, these tutorials do not have to take up valuable class time and are less likely to exacerbate the stress and limited time that often lead to academic dishonesty (Ellery, 2008). Similarly, online delivery of academic integrity instruction has also proven effective because it can more closely replicate the kinds of academic integrity situations-online quizzes, copyand-pasted articles, or screenshotted answers, for example-that students are likely to encounter (Bingham, Reid, & Ivanovic, 2016;Turner, 2005). For instance, online academic integrity modules can use videos, images, or audio to present students with hypothetical or real-life scenarios of academic misconduct, requiring interaction that is more effective than traditional text-only or lecture-style instruction (Bingham et al, 2016).…”

Online Teaching and Assessment

“… 1. Turner (2005) discussed effects of students’ capability to take online quizzes several times and found that they did so multiple times to achieve a higher score. He also found that taking quizzes online rather than in a face-to-face classroom did not have any negative effect on test scores. …”