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| Alberto G. (2006, July 26). Exam [Online Image]. Retrieved from https://www.flickr.com/ |
As we review digital rights and responsibilities in my online class (ADED 1P32), we were asked to select one of the 17 Technology Use Scenarios from our textbook, like the one above, and consider the following questions:
1. Is the individual in the scenario using technology inappropriately?
I think most of us would agree that Mike is engaging in inappropriate academic behaviour that would lead to disciplinary measures. Mike is helping John to cheat on the test.
2. What actions make the scenario appropriate or inappropriate?
Brock University has an Academic Integrity Policy that outlines the use of unauthorized material, the making of unauthorized information available to other students, and the copying of information from another student on examinations or tests as academic misconduct:
“Academic Dishonesty refers to a Student’s engagement (knowingly or otherwise) in behaviours that serve to deceive members of the University community in an effort to achieve academic benefit.”
Mike is making unauthorized information available to John in an effort to help John achieve academic benefit, and if John chooses to use the photograph of the test that John sent him, he'd be using unauthorized material and copying information from another student.
3. What could or should the individual have done differently?
Mike should not be using his phone during a test. It is imperative that students familiarize themselves with their educational institution's academic integrity policies and that the institution is clear about their Acceptable Use Policy as more and more technology makes its way into academic institutions.
The use of cell phones during a test or examination should be prohibited. Students should be asked to place unauthorized material out of reach, such as under their chairs or at the front of the room.
I found an interesting post on the psychology of cheating that gives an insight into why people cheat and outlines situations in which people are more likely to cheat. But how do you prevent students from cheating? Plymouth University had signs up warning students not to cheat without realizing that the signs had mathematical formulas that helped students cheat... Talk about ironic. Here's the link to the news article, along with pictures of the signs the University had made.
What do you think about the scenario above? Is it appropriate or inappropriate? What do you think is the best way to prevent academic dishonesty? The University of Maryland has a list of suggestions on how to prevent academic dishonesty. Share your thoughts on the comment box below :)
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| Storr, F. (2006, June 24). School Exam Sign [Online Image]. Retrieved from https://www.flickr.com/ |
I agree with your responses to this scenario and feel that within departments and amongst faculty there needs to be consistency in practice. Consistency in their approach during test writing, taking up tests and in implementation of the academic dishonesty policy. Too often, there is a lack of follow through when academic dishonesty has been uncovered and this just leads to more of the same. There is no sense of having a policy unless it is abided to with follow through. These topics should be discussed at faculty meetings so that everyone is on the same page. We need to demonstrate what is considered appropriate as well as inappropriate and have the students engage in activities that would further reinforce the concepts.
ReplyDeleteI agree the students is definitely is using of technology inappropriately, i think it is like cheating to get access of information in an illegal and inappropriate way.
ReplyDeleteI think this is why the professor start creating different question among different sections. This can minimize the chance for the student to cheat because they should know there is no point to take a picture and send it to other students because they will do different questions. I think this is the best way to protect the test material.
I agree that the students are using inappropriate academic behaviour. It happens too often in class when the first section tells the other section what was on the quiz or midterm. I also agree with Natalie that the best way to defend against this academic dishonesty is to create different questions for different sections in class. By doing this there is no way students in a later section can be given an advantage.
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