Video Technology for Academic Integrity in Online Courses

Video Technology for Academic Integrity in Online Courses

Judith Szerdahelyi (Western Kentucky University, USA)
DOI: 10.4018/978-1-59904-893-2.ch021
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Abstract

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.

Key Terms in this Chapter

Academic Integrity: In an educational context, academic integrity refers to a set of values that support fair and honest student behavior. Students who violate academic integrity are known to plagiarize or cheat on tests and assignments.

Cybercheating: Cybercheating in an educational context refers to one type of academic dishonesty which includes using the information found on the Web without acknowledging the source.

Distance Learning: Distance education refers to a model of structured institutional instruction in which course content is usually delivered asynchronously via electronic means, such as computers, the Internet, and rich multimedia. As the term suggests, there is usually a geographical distance between students and instructor and no face-to-face contact.

Distributed Learning: Although there are numerous similarities between “distance education” and “distributed learning,” there is one important characteristic that distinguishes these two models of education. Whereas “distance education” emphasizes the geographical separation of students and instructor, “distributed learning” is usually associated with the relative flexibility of access to course content. Students are able to decide when, how, and where they want to interact or engage the course material.

Grade Inflation: Grade inflation refers to a phenomenon in the world of education in which grades are becoming gradually higher without being backed up by increased levels of student knowledge and skills.

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