Presentation is loading. Please wait.

Presentation is loading. Please wait.

Distance Learning Environments Definition Motivating Factors Grades vs. Learning Expectations of Institutions and Faculty.

Similar presentations

Presentation on theme: "Distance Learning Environments Definition Motivating Factors Grades vs. Learning Expectations of Institutions and Faculty."— Presentation transcript:





5 Distance Learning Environments

6 Definition Motivating Factors Grades vs. Learning Expectations of Institutions and Faculty

7  Adherence to moral and ethical principles, soundness of moral character; honesty  Quality or state of being of sound principle; uprightness, honesty, and sincerity  Pursuit of scholarly activity in an honest and responsible manner

8  97% of students informed  21% understand  Of these, 67% gained understanding from faculty  Of these, 21% gained understanding during first semester orientation  30% believe penalty is severe  11% believe effective

9  Cheating holds across all modalities  Reasons for cheating mostly the same  Possibly LESS cheating online  Student centered, interactive course design significantly reduces cheating

10  Pressure to get good grades  Lack of preparedness  Challenge/thrill

11  Males more likely  Students active in extracurricular activities  Inferior students  Unmotivated students  Unchallenged students  Peer groups

12  Time  Assignment is a waste of time  Student doesn’t have enough time  Student poorly manages time  Ethics/Societal  Cheating is accepted  Confusion about educational goals  Knowledge and education as a commodity  Faculty reluctance to enforce penalties

13  Survival  Scholarship and job opportunities  Everyone else is doing it  Knowledge  Lack of skills ▪ Research ▪ Citation ▪ Understanding assignment  Self-doubt

14  Ease  Personal  Laziness  Thrill seeking  Simply hate tests

15  Do superior grades indicate superior learning?  Do superior grades contribute to acceptance at other schools?

16  Measureable objectives  Assessments aligned with objectives  Summative ▪ End of course ▪ Tied to grading ▪ Evaluative  Formative ▪ Throughout course ▪ Aids learning ▪ Not tied to grading ▪ Diagnostic

17  Formative vs. Summative  Which appears superior for best learning?  Is the goal to assign grades or promote learning?  Which would most likely realign student perception from grades to learning?  Could use of formative assessments reduce cheating?

18  Weekly open book, MC/TF quizzes  Encourage use of book/reading  Fear factor reduced – multiple attempts  Motivation to cheat reduced  Repetition improves retention  End of semester exams based on quizzes indicate retention

19  Weekly hands on assignments  Multiple attempts, open resources  Encourage analysis, evaluation, critical thinking  Fear factor reduced  Motivation to cheat reduced  Demonstrate mastery of skill  Cumulative assignments reinforcing prior learning  End of semester project demonstrates mastery of course objectives

20  Document  File ownership  Creation/modification dates  Indicate duplication  Screening using applications  IP addresses

21  Institution must demonstrate that the student who registers is the same student doing the work and receiving the grade/credit  Acceptable verification  Secure login and pass code  Proctored exams  New/other technologies (cameras, software, etc.)

22  “The importance of appropriate interaction between instructor and students and among students is reflected in the design of the program and its courses...”

23  Secretary of Education seeks to improve integrity  NPRMs under Administrative Procedure Act  Student “identification” changed to “identity”  Commenters suggest means beyond those currently approved (login and pass code)  Congress conference report “continued use of PINs and passwords is consistent with both the statutory language and the intent of the Congress.” (2010)

24  Students cheat  Faculty CAN effect change using learning centered tools  Course development, design, and structure  Learning centered assessments  Adequate communication of expectations, position, and penalties for cheating  Seek innovative alternatives to ensure integrity


26 For reference list contact Susan Booth at

27 Susan Booth Faculty, Cape Fear Community College Business Technologies Department 4500 Blue Clay Road Castle Hayne, NC 28429 910.362.7450

Download ppt "Distance Learning Environments Definition Motivating Factors Grades vs. Learning Expectations of Institutions and Faculty."

Similar presentations

Ads by Google