Is the Cheating Risk Always Higher in Online Instruction Compared to Face-to-Face Instruction?
AbstractThis article analyzes the exposure to cheating risk of online courses relative to face-to-face courses at a single institution. For our sample of 20 online courses we report that the cheating risk is higher than for equivalent face-to-face courses because of reliance on un-proctored multiple choice exams. We conclude that the combination of a proctored final exam, and strategic use cheating deterrents in the administration of un-proctored multiple choice exams, would significantly reduce the cheating risk differential without substantially altering the assessment design of online instruction.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by University of Connecticut, Department of Economics in its series Working papers with number 2008-14.
Length: 24 pages
Date of creation: Apr 2008
Date of revision: Sep 2010
Publication status: Published in Online Journal of Distance Learning Administration, vol. 13, no. 3, Fall 2010
Contact details of provider:
Postal: University of Connecticut 341 Mansfield Road, Unit 1063 Storrs, CT 06269-1063
Phone: (860) 486-4889
Fax: (860) 486-4463
Web page: http://www.econ.uconn.edu/
More information through EDIRC
Academic Dishonesty; Cheating; Online Instruction; Principles of Economics;
Find related papers by JEL classification:
- A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
This paper has been announced in the following NEP Reports:
- NEP-ALL-2008-04-29 (All new papers)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- William B. Walstad, 2001. "Improving Assessment in University Economics," The Journal of Economic Education, Taylor & Francis Journals, Taylor & Francis Journals, vol. 32(3), pages 281-294, January.
- Stephen Buckles & John J. Siegfried, 2006. "Using Multiple-Choice Questions to Evaluate In-Depth Learning of Economics," The Journal of Economic Education, Taylor & Francis Journals, Taylor & Francis Journals, vol. 37(1), pages 48-57, January.
- Michelle Albert Vachris, 1999. "Teaching Principles of Economics without â€œChalk and Talkâ€: The Experience of CNU Online," The Journal of Economic Education, Taylor & Francis Journals, Taylor & Francis Journals, vol. 30(3), pages 292-303, January.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Kasey Kniffin).
If references are entirely missing, you can add them using this form.