Is the Cheating Risk Always Higher in Online Instruction Compared to Face-to-Face Instruction?
This 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.
|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 365 Fairfield Way, Unit 1063 Storrs, CT 06269-1063|
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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, vol. 32(3), pages 281-294, January.
- Michelle Albert Vachris, 1999. "Teaching Principles of Economics without “Chalk and Talk”: The Experience of CNU Online," The Journal of Economic Education, Taylor & Francis Journals, vol. 30(3), pages 292-303, 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, vol. 37(1), pages 48-57, January.
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