Key points:
- Educators can help students address cheating and act with integrity
- How satellite connectivity can narrow the digital learning gap
- As online learning programs grow, so does the need for data-informed decisions
- For more news on online learning, visit eCN’s Teaching & Learning hub
Remote learning has undoubtedly made education more accessible and extended opportunities for students to attend classes and take assessments from anywhere, anytime. Students with disabilities, health concerns or who require accommodations, and learners with transportation limitations, low-income pressures, and more can all face barriers to education, but remote learning can reduce or eliminate many blockages. Unfortunately, these benefits have come with a cost: an increase in student cheating.
How common is it today? One study showed that 44.7 percent of participants report engaging in some form of cheating in online assessments. And many students are keeping cheating under wraps, so the percentage is likely to be much higher.
Yet, a recent study of college students showed that 83 percent of students stated that being “honest–someone who doesn’t lie or cheat,” was very important, if not essential, to them. This gives us hope that with the right strategies, educators can help students adjust their behaviors and act with integrity to better set them up for long-term career success.
To help both students and educators navigate the sticky situation of potential cheating behavior in remote and proctored exams, it’s important to be prepared.
Here are four tips to turn what could be an uncomfortable conversation into a constructive one.
1. Plan the conversation
Most “false flags” in proctored exams can be quickly identified and set aside without student interaction. But sometimes the behavior or motivations are unclear, even after analysis. After an unauthorized behavior is flagged and reviewed, and the decision has been made to engage with a student one-on-one, it’s important to have a plan for the next steps.
During the conversation, educators should be prepared to discuss what happened and gather context on the behavior to determine if misconduct occurred. Look back at the test instructions and rules provided and articulate how the behavior violated the school’s academic integrity policy and any ramifications.
Remember, every word matters. From the first email to request a meeting to the conversation and follow up, educators must stay objective, focus on the evidence, and create a real dialogue to keep the process fair and constructive.
2. Consider student accommodation needs
Be careful not to misinterpret behaviors that might be related to disabilities or accessibility needs. Many college students don’t disclose disabilities to instructors because of fear of stigma, and some might not be aware of available accommodations. Red flags such as continuously looking off camera could be possible indicators of a medical condition such as ADHD or Tourette syndrome. Or students may have limited “quiet space” options in a busy household that causes distractions.
At the beginning of and throughout the semester, remember to share alternative or on-campus testing resources and explain that accommodations are available to ensure all students have the tools they need to complete coursework and participate in assessments.
3. Address the larger situation
A positive discussion should be framed around more than just cheating. Focus on addressing the situation, not attacking the student or engaging in a debate about moral acceptability or the definition of cheating. Stick to three topics: evidence gathered, course policy/exam rules, and the school’s academic dishonesty policy. Be prepared to present the evidence and ask for their explanation with open-ended questions such as:
- “Can you help me understand what was happening when [describe specific behavior]?”
- “Can you describe what you were doing when [describe specific behavior]?
Build in ample time for the student to respond and participate in the conversation. These discussions can be challenging for students, so it’s vital to allow them to share their point of view while actively listening. During the conversation, listen carefully to what the student shares and take note of how they respond. Some might accept responsibility right away; others may deny an accusation despite obvious evidence. But keeping an open mind during these conversations is important because some explanations may be plausible. After gathering their side of the story, respond by speaking in direct points and presenting any evidence drawn on what the data shows.
4. Share clear next steps
Make sure that the student understands what comes next in the process. This could include no action if the student has a justifiable explanation for their actions.
Other responses could include thanking them for taking responsibility and explaining the next steps within the academic integrity policy if there has been a clear violation. Educators can also connect students with resources for accommodations or learning support as appropriate. Importantly, be transparent about what will happen and any actions or consequences, and use supportive language.
Instead of saying, “Since you cheated on the exam, you’ll be [insert consequence],” try saying, “Violations of our academic integrity policy will lead to these consequences…”
Whether it’s the “old school” approach of sneaking a look at notes or sharing answers in an in-person exam, or newer ways like using AI to write an essay or accessing prohibited websites during an online test, cheating is nothing new. However, we can take a fresh approach to these tough conversations with students to help them see how cheating ultimately harms their long-term success.
