A habitual act of cheating again and again.
Published in Chapter:
Cheating: Digital Learning Activities and Challenges
Cassandra Sligh Conway (South Carolina State University, USA), Stanley Melton Harris (South Carolina State University, USA), Yvonne Sims (South Carolina State University, USA), Susan Smith (South Carolina State University, USA), Bridget Hollis Staten (South Carolina State University, USA), Michelle Maultsby (South Carolina State University, USA), Gloria Hayes (Miles College, USA), Philliph Masila Mutisya (North Carolina Central University, USA), and James Edward Osler II (North Carolina Central University, USA)
Copyright: © 2017
|Pages: 19
DOI: 10.4018/978-1-5225-1610-1.ch005
Abstract
Gone are the days when the traditional classroom is the only way to teach concepts to students. Now, the digital age allows professors a new territory to embark on. Currently, professors can add program features inside Blackboard or other courses which allow students to take quizzes, game simulations, and real life virtual simulations of cases (e.g., nurses giving care to consumers, students giving instructions on the correct theories to apply to situations, students participating in quizzes that require them to produce lighting via digital cameras in a field type environment etc.). With these new ways to teach in the digital age, there may be more challenges to introduce safeguards for cheating when the student is not face-to-face with the instructor monitoring their progress on examinations etc. Consequently, cheating in Higher Education (HE) classrooms is rampant at some universities. This chapter provides a discussion on cheating. In addition, authors discuss their digital learning activities and their experiences in which students have cheated and state safeguards to guard against cheating. In noting their perceptions of digital cheating, further discussions will compare and contrast the experiences of the faculty. This work provides recommendations and suggests solutions to combat cheating.