According
to a survey conducted by the Sloan Consortium in 2010 the number of students
enrolled in online education was over a million. Over 2,500 colleges and
universities nationwide had 5.6 million students enrolled in 2009. There
was a 21% growth rate for online enrollment, which exceeded the 2% growth in
overall higher education. The statistic evaluations have shown that the
online forum for obtaining a college degree continues to grow. It is
estimated that by 2015 over 25 million post secondary students in the United
States will be taking classes online. Which will eventually lend to the number
of students who are on campus to drop from 14.4 million in 2010 to 4.1
million in 2015 (Nagel, 2011). How then can academic integrity be
observed and protected in the classroom and throughout the online
community? How can the value of education being provided be viewed by
professional industries as having quality and high standards, compared to on
campus institutions? In a recent conversation this author encountered
with a co worker the credibility of receiving a degree from an online
university was questioned. How can the institutions verify the student enrolled
completed the tests and papers, and what about cheating on tests and plagiarism?
Having completed the BSN program from one university and being enrolled in a
graduate program presently I was offended by the attitude and comments.
As the conversation progressed I explored their reasoning’s, which led me to
research how academic integrity is maintained to provide my basis to defend my
own beliefs regarding the validity of online distance education.
The
issue of academic integrity involves the student, faculty and the administration
of the university providing the online education. Each has their place in setting standards, maintaining them and reflecting the standards of the institution. Integrity is the behavior which reflects ethical and moral values. The act of being honest and having standards of conduct. With the use of new technology and distorted societal attitudes towards cheating make the job of maintaining academic integrity within the educational environment more of a challenge.
What constitutes a lack of academic integrity? Any acts of academic dishonesty which violates the spirit of the college. They include cheating, recycling , fabrication, unauthorized
collaboration and plagiarism. The individuals that perpetrate these acts not only undermine their own learning, but are unfair to students who are doing their own work as well as diminish the value of the degree obtained by the students.
The Center of Academic Integrity (CAI) state five fundamental values that are the foundation of academic integrity (academicintegrity.org)
Honesty
Trust
Fairness
Respect
Responsibilities
Mission statements and polices set forth by the administrative body of an institution together with the support of faculty and students. Working together to foster a strong society with high civic standards.
Faculty members have an important role in fostering academic integrity. In all areas of study, in all levels of educational environments, the faculty member who can set clear consistent guidelines and support honest work by their students will create an environment of honesty and trust. Being fair and providing constructive feedback are important components in their role as educators as well as being a role model in the way they present their own work and lectures.
In the article "Educators' Role In Promoting Academic Integrity" written by Robyn Hulsart, the discussion of ethical classroom climate and how the faculty influences the expectations of the students is explored. The faculty member should do an evaluation of their own level of integrity . Hulsart lists four questions they should ask themselves, which are the following:
1. Is my behavior predictable or erratic?
2. Do I communicate clearly or carelessly?
3. Do I treat promises seriously or lightly?
4. Am I forthright or dishonest?
(Hulsart, 2009,p 49).
I personally found this discussion quite relevant to the topic of fostering trust and honesty amongst the student population. This interlocking trust among students and faculty along with the expectations can be a strong deterrent of academic dishonesty.
How can we as faculty teach our students about academic integrity? We can't as educators assume the students we interact with have been brought up in a family where moral values are taught and enforced. As educators we can by example and by providing the proper guidance and guidelines provide a vehicle to promote academic integrity.
A study that compared face to face classroom versus online classroom honesty revealed no significant difference in the presence of academic dishonesty but did show what type of activities were present. Which can assist faculty members on areas to work on finding ways to decrease the incidences and become better equipped. The study also revealed that the
" that students’ academic behavior is significantly influenced by an institution’s
academic integrity programs and policies as well as the institution’s honor codes"( Spaulding,
2009). Further study was suggested on the faculty's perceptions on the frequency of the dishonesty occurring and reevaluating the effectiveness of the policies in place in the institutions.
In an article written from the presidents office at the University of Phoenix reference their policy on this subject was
"the university’s student code of conduct makes no distinction between online and on-campus students. In unmistakable language, the code outlines the expectations of the university, insisting that every student’s work be original and his or her conduct above reproach – and that any infraction of the code could severely damage a student’s academic career." www.uop.edu
To combat dishonest and fraudulent behavior students turn their written work in electronically and it is evaluated through a plagiarism checker. Accredited Universities that provide the forum for online distance education have strict Code of Standards regarding academic integrity and penalties for misconduct. It is the responsibility of the university to inform the students of their expectations of honesty and conduct and the faculty to enforce the standards. It is the student who is accountable to their own behavior and character. It is critical that the standards set forth for honesty, integrity and accountability are preserved in the online classroom environment. Continuing the increasing value of being able to obtain a degree outside the routine classroom, and with the flexibility many of us need with our families and employment.
References
What constitutes a lack of academic integrity? Any acts of academic dishonesty which violates the spirit of the college. They include cheating, recycling , fabrication, unauthorized
collaboration and plagiarism. The individuals that perpetrate these acts not only undermine their own learning, but are unfair to students who are doing their own work as well as diminish the value of the degree obtained by the students.
The Center of Academic Integrity (CAI) state five fundamental values that are the foundation of academic integrity (academicintegrity.org)
Honesty
Trust
Fairness
Respect
Responsibilities
Mission statements and polices set forth by the administrative body of an institution together with the support of faculty and students. Working together to foster a strong society with high civic standards.
Faculty members have an important role in fostering academic integrity. In all areas of study, in all levels of educational environments, the faculty member who can set clear consistent guidelines and support honest work by their students will create an environment of honesty and trust. Being fair and providing constructive feedback are important components in their role as educators as well as being a role model in the way they present their own work and lectures.
In the article "Educators' Role In Promoting Academic Integrity" written by Robyn Hulsart, the discussion of ethical classroom climate and how the faculty influences the expectations of the students is explored. The faculty member should do an evaluation of their own level of integrity . Hulsart lists four questions they should ask themselves, which are the following:
1. Is my behavior predictable or erratic?
2. Do I communicate clearly or carelessly?
3. Do I treat promises seriously or lightly?
4. Am I forthright or dishonest?
(Hulsart, 2009,p 49).
I personally found this discussion quite relevant to the topic of fostering trust and honesty amongst the student population. This interlocking trust among students and faculty along with the expectations can be a strong deterrent of academic dishonesty.
How can we as faculty teach our students about academic integrity? We can't as educators assume the students we interact with have been brought up in a family where moral values are taught and enforced. As educators we can by example and by providing the proper guidance and guidelines provide a vehicle to promote academic integrity.
A study that compared face to face classroom versus online classroom honesty revealed no significant difference in the presence of academic dishonesty but did show what type of activities were present. Which can assist faculty members on areas to work on finding ways to decrease the incidences and become better equipped. The study also revealed that the
" that students’ academic behavior is significantly influenced by an institution’s
academic integrity programs and policies as well as the institution’s honor codes"( Spaulding,
2009). Further study was suggested on the faculty's perceptions on the frequency of the dishonesty occurring and reevaluating the effectiveness of the policies in place in the institutions.
In an article written from the presidents office at the University of Phoenix reference their policy on this subject was
"the university’s student code of conduct makes no distinction between online and on-campus students. In unmistakable language, the code outlines the expectations of the university, insisting that every student’s work be original and his or her conduct above reproach – and that any infraction of the code could severely damage a student’s academic career." www.uop.edu
To combat dishonest and fraudulent behavior students turn their written work in electronically and it is evaluated through a plagiarism checker. Accredited Universities that provide the forum for online distance education have strict Code of Standards regarding academic integrity and penalties for misconduct. It is the responsibility of the university to inform the students of their expectations of honesty and conduct and the faculty to enforce the standards. It is the student who is accountable to their own behavior and character. It is critical that the standards set forth for honesty, integrity and accountability are preserved in the online classroom environment. Continuing the increasing value of being able to obtain a degree outside the routine classroom, and with the flexibility many of us need with our families and employment.
References
Hulsart, R., & McCarthy, V (2009). Educators’ Role In
Promoting Academic Integrity, Academy of Educational Leadership Journal
(January 4, 2009;13(4):49-60.
Online learning set for explosive growth as traditional
classroom decline by David Nagel on Jan. 26, 2011 Campus Technology
Spaulding, M (2009) Perceptions of Academic honesty in
online vs. Face to Face Classrooms, Journal of Interactive online Learing
Volume 8, Number 3 Winter 2009
www.nocolr.org/jiol
