Shifting Perspectives on Acceptable Classroom Behavior

Manteufel, Randall D.; Karimi, A N

doi:10.18260/1-2--35190

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…Academic dishonesty is present in traditional classrooms, but when assessment is moved online, the problem becomes more complicated (Manteufel et al, 2020;Meccawy, 2021;Pappas & Giannakos, 2021). Online academic integrity is a major concern that universities must address due to the increased potential for cheating since the instructors have no control over students studying online.…”

Section: Academic Dishonestymentioning

confidence: 99%

Remote Assessment in Ukrainian Higher Education Institutions

Kocha,

Baidiuk,

Stepanova

et al. 2023

RCH

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This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the Ukrainian experience with implementing pandemic learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods

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Section: Academic Dishonestymentioning

confidence: 99%

Remote Assessment in Ukrainian Higher Education Institutions

Kocha,

Baidiuk,

Stepanova

et al. 2023

RCH

View full text Add to dashboard Cite

show abstract

“…The greatest challenge for online courses is maintaining academic integrity. We have observed a increase in cheating, even prior to the required online instruction and assessment [15]- [16]. Examples of scholastic dishonesty had included copying solution manuals for homework assignments, using phones, text, and apps to share answers; using phones to take images of exam questions, sending them to external tutoring services, and copying solutions received from the external tutoring services.…”

Section: Examsmentioning

confidence: 96%

Students Poor Exam Performance in an Engineering Course after Twenty Months of Online Instruction and Efforts to Improve

Karimi,

Manteufel

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Many universities stopped face-to-face instruction in March 2020 due to the COVID-19 pandemic and forced courses to be online through the summer 2021. In the fall 2021, many students returned to face-to-face instruction. After the two face-to-face exams, nearly 60% of the class was failing a heat transfer class that is significantly higher than pre-pandemic semesters. The instructor offered to meet one-on-one with each student and two-thirds of the class did meet with the instructor. The instructor learned that many students (1) devoting less than 2 hours per week to the course outside class room, (2) do not read the textbook and (3) primarily study by reviewing instructor-provided notes the evening before the exam. The individual meeting helped build instructor-student connectedness and helped students develop a personal strategy to improve class performance. Many students responded positively and grades improved from 40% mid-term pass rate to 73% final course pass rate, yet this is about 20% lower than pre-pandemic pass rates. The improvement is largely attributed to improved student-instructor rapport and students being open to practical suggestions to help increase study productivity and improve student learning.

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Shifting Perspectives on Acceptable Classroom Behavior

Abstract: Sigma Xi. He has served as the ASEE Campus Representative at UTSA, ASEE-GSW Section Campus Representative, and served as the Chair of ASEE Zone III (2005-07). He chaired the ASEE-GSW section during the 1996-97 academic year.

Cited by 2 publications

References 7 publications

Remote Assessment in Ukrainian Higher Education Institutions

Remote Assessment in Ukrainian Higher Education Institutions

Students Poor Exam Performance in an Engineering Course after Twenty Months of Online Instruction and Efforts to Improve

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