Promoting Accurate and Honest Assessment

in an
Online Learning Environment

            With the expansion of online learning there is a growing need to create an experience that resembles the face-to-face classroom interaction and to provide an accurate way to assess learning from a distance. Course designers work to make course activities engaging and meaningful while providing interaction between participants and the instructor. Another challenge for designers is to utilize authentic assessments that demonstrate the knowledge learners are building throughout the course experience. Because learners and instructors are functioning in a distance learning environment, designers and instructors must also consider the need to maintain academic integrity.

            Course management systems and other technologies assist instructors in providing a secure environment for assessment (Spaulding 2009). There may be other approaches to altering the perceptions of cheating and in avoiding cheating in the online environment.

Read the article Perceptions of Academic Honesty in Online vs. Face-to-Face Classrooms  http://www.ncolr.org/jiol/issues/pdf/8.3.1.pdf

Consider:
Where is academic dishonesty most likely to occur and by whom?
What role do perceptions have in influencing cheating?
How can instructors change the students’ perception regarding academic dishonesty?
What technologies can be used to deter academic dishonesty?
Will cheating be as likely to occur if a course is well designed?
What other methods hold promise for reducing the likelihood that cheating will occur?

By Wednesday, respond to the prompts above, summarizing how instructors, designers, and learners feel academic dishonesty should be addressed.

By Friday, respond to at least two of your cohorts’ postings by identifying common thoughts and making suggestions for how you might address the concerns and proposed methods they have identified in their posting.

By Sunday, return to the postings and respond further to your cohorts.
Use the Discussion Board Rubric to guide your response. You can access the rubric by clicking here.



Additional resources:

Kennedy, K., Nowak, S., Raghuraman, R., Thomas, J., & Davis, S. F. (2000). ACADEMIC DISHONESTY AND DISTANCE LEARNING: STUDENT AND FACULTY VIEWS. College Student Journal, 34(2), 309.

Milliron, V., & Sandoe, K. (2008). The net generation cheating challenge. Innovate, 4(6), 1–7. Retrieved from http://innovateonline.info/pdf/vol4_issue6/The__Net_Generation_Cheating_Challenge.pdf

Rowe, N. (2004). Cheating in online student assessment: Beyond plagiarism. Online Journal of Distance Learning Administration, 7(2). Retrieved from http://www.westga.edu/~distance/ojdla/summer72/rowe72.html

Spaulding, M. (2009). Perceptions of Academic Honesty in Online vs. Face-to-Face. In Journal of Interactive Online Learning. Retrieved April 9, 2012, from http://www.ncolr.org/jiol/issues/pdf/8.3.1.pdf

Technology and Multimedia          

                                                                                               

Impact on Online Learning Environments

The development of technology and its application in the e-learning environment has lead to a rapid expansion of learning opportunities available on the Internet (Burgstahler, 2006). Technology tools provide improved access to learning resources, allowing instruction to be delivered at any time and in any place to meet individual learner’s needs. The use of technology, including multimedia, allows the creation of engaging options for delivering instruction and assessing learners. Some technologies are blurring the lines between social interaction, learning, and work (Flavin, 2011). It is prudent for instructional designers and instructors to consider, during the design phase, how the use of technology will affect a learner’s ability to participate fully in the course.

Considerations for Implementing Technology

There are factors instructional designers and instructors should consider before implementing a technology tool. These include:

• Do the learners’ have the necessary knowledge for using the technology tool? If some learners need remediation in order to use the tool, they will have an added burden within the course. This may present a disadvantage for some learners and prevent them for accomplishing the learning goals.

• Do all learners have the tool available to them? Providing a means of downloading software, or making the need to purchase a piece of hardware or software a prerequisite for participation in the course will ensure that the learners can anticipate and prepare for the needs of the course.

• Are the learners already using a similar technology? There may be resistance to using the tools if the learners are actively using a comparable technology. Consideration should be made to allow for the adaptation of assignments to allow for the use of familiar and comparable tools in order to meet the needs of the learner.

• Does the use of the technology enhance the learners’ ability to achieve the learning goals? Some learners become overwhelmed in online courses, feeling there is an overload of information (Flavin, 2011). Several factors may actually contribute to the learner’s sense of being overwhelmed including the way in which the course tools are organized, their experience working in the online environment, the difficulty of the tasks assigned, and the inclusion of information they do not find to be relevant to their needs (Flavin, 2011).   


• Are the technology tools usable and accessible to all learners? Designing instruction to meet the needs of all learners means taking into account that there may be students with physical needs or learning needs that require special adaptations and accommodations. Designing a course to take these possibilities into account will not only comply with laws requiring equal access, but will also prevent costly redesign when learners with special needs enroll in the class at a later date.

Implications of Usability and Accessibility of Technology Tools for Online Teaching

A technology tool is considered usable if it is effective, efficient, and able to assist the learner in achieving their goals within the course with relative ease. (Cooper, Colwell, & Jelfs, 2007). In contrast, accessibility is the ability of the technology to meet the learning needs and preferences of all users (Cooper, et. al, 2007). In her article on accessibility indicators, Burgstahler provides several reasons that designers must consider accessibility when designing learning activities.

1. Under both the Vocational Rehabilitation Act of 1973, section 504, and the American Disabilities Act, it is illegal to deny access to, exclude from, or discriminate against any learner in programs whether or not they are receiving federal funding.

2. Providing an accessible design is equivalent to providing best practices for all learners.

3. Addressing the needs of all learners in the initial design will prevent costly demands for redesign as students with special needs join the course.

The chart below provides a summary for the technologies to consider when designing for learners’ needs.

Most Appealing Technology Tools for Effective Online Teaching

My experience with online teaching and learning has led me to consider a few technologies as essential in designing a learning experience. Perhaps the most important tool I have used is the text-to-speech programs. This tool assists learners with visual impairments or reading disabilities by allowing them to hear the information, replaying it as necessary to improve understanding. In order to effectively use this tool, designers must include alternate texts and captions for all images, provide scripts for all videos, and provide text-only files for any pdf documents used in the course.

Using video and audio files to convey content or to provide demonstrations or simulations of the application of the knowledge enriches the learning experience and provides to modes for acquiring the information and may enhance retention of the information (Boettcher & Conrad, 2010). I have found that students are more engaged and relate well to video resources, and tend to be more willing and motivated to participate in the lesson when these resources are used.

Expanding on the concept of multisensory delivery, I anticipate that there will continue to be developments in the application of technology in the delivery of education resources. One area receiving attention in research and development is the concept of applying aspects of gaming to the learning environment. Researchers are investigating the creative and engaging processes used in today’s most popular e-games Farquhar & Camden, 2012). Designers are looking to create applications for learning that are as motivating, fun, and engaging for learners of all ages. The use of complex simulation and role playing games will further blur the line between learning, socializing, work, and play.

References

Burgstahler, S. (2006). The development of accessibility indicators for distance learning programs. ALT-J: Research In Learning Technology, 14(1), 79-102. doi:10.1080/09687760500479753

Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: considerations for e-learning research and development projects. ALT-J: Research In Learning Technology, 15(3), 231-245. doi:10.1080/09687760701673659

Farquhar, J., & Camden, M. (2012, February 9). Game ON! 7 gamification techniques to enliven your e-learning. In Enspire Learning. Retrieved February 9, 2012

Flavin, M. (2011). Enabling Disruptive Technologies for Higher Education Learning and Teaching. Proceedings Of The European Conference On E-Learning, 917-924.

                                                                      

Launching an Online

       Learning Experience

 

 

Technology Tools                  

Technology tools  provide an instructor with a variety of methods for interacting with the  learners, creating more effective activities, and expanding the opportunities for  learners to construct new knowledge (Diaz, 2010). It is important that an  instructor learn the basic tools needed to implement the course, such as the basic  functions of the course management system (CMS), email, how to upload and download documents, and how to manage the grade book. In addition, instructors  should be able to set up discussion forums, and understand the process of  establishing teams or groups of learners who will collaborate and contribute to  each others’ learning (Conrad & Donaldson, 2011). The strategic use of  technology tools will provide learners with an improved access to knowledge,  provide and engaging and effective learning experiences, and as a result,  maximize learner retention and course completion (Diaz, 2010).

Defining and Communicating Expectations

Clearly defining expectations during  the course will provide benefits to both the learners and the instructor. By  providing a complete syllabus at the beginning of the course, the learner will  be able to anticipate and plan for the work load, and feel confident that they  can blend the demands of the course with those of their life outside of school.  Providing information on Netiquette, the appropriate use of email and  communication styles within chat rooms and discussion boards, will set the  standards for the professional and respectful exchanges of ideas. When students  are comfortable that they know the format for a response, and that the  expectation of respectful remarks is clear, the learners will be more  comfortable expressing their opinions and thoughts. Knowledge is constructed in  safe and cooperative learning environments.

The instructor will benefit by making  clear the expectations that questions are to be posted in the public forum so  that the community of learners or the instructor may respond. Students can  offer each other support, further developing the sense of community (Conrad,  2010). The instructor and student will both benefit from an understanding of  the expected response time on emails and graded assignments. Both the  instructor and the learners will benefit from providing support contact  information during the initial course contact and in the course syllabus.  Students will want to feel the security of knowing ahead of time, that if they  have a problem with an aspect of the course, they know who to go to and how to  contact the support (Conrad, 2011). Providing this information in the  introduction of the course will lessen the time the instructor is using to  respond to learner issues (Diaz, 2010).

Other considerations               

Online  instructors will facilitate the construction of new learner knowledge through  the activities and interactions in the course. The instructor will also want to  keep notes on the progress of the course and any specific areas that either do  not flow within the time allotted or require an excess of instructor  intervention and time to be successful. Proper notes and documentation regarding  the delivery will assist the instructor and course designers in making modification  to maximize the efficiency and outcomes of the course. It will typically take  three cycle of delivering the course to identify areas for improvement and  fully develop the course (Conrad, 2011).

References

  Conrad, R., & Donaldson, J. A. (2011). Engaging  the online learner: Activities and resources for creative instruction (Updated  ed.). San Francisco, CA: Jossey-Bass.

  Diaz, V.  (2010). Web 2.0 and emerging technologies in online learning. New Directions  For Community Colleges, (150), 57-66. doi:10.1002/cc.405

Online Learning Communities

Online learning communities have a significant impact on student learning by developing the students’ sense of being part of a larger group, collaborating together to construct knowledge and providing a shared learning experience (Laureate, 2011). Students working together will challenge each other to achieve, their shared knowledge and experience will deepen the level of understanding and provide examples of life experiences that will anchor the knowledge through application in the working world.

When a learning community has been established, the structure of the course becomes less apparent and the student move into a role more equal to the instructors, helping facilitate the instruction and construction of knowledge. Students usually feel a greater sense of satisfaction with an active role in the process and find greater opportunities for achieving their learning goals.

Essential Elements

There are several elements of community building. The instructor will take on the role of facilitator with the responsibility to create a “high degree of interactivity and participation” (Conrad & Donaldson, 2011). During the first phase of the course the instructor should greet the students through a friendly welcome message and a request for students to take the time to introduce themselves to the class by sharing a little of their background and experience, perhaps even including a picture. This activity allows the students to participate in an initial interaction that is informal and friendly, thus beginning the development of the sense of community. The instructor may also design an optional icebreaker to allow students another optional means of sharing more information (Conrad & Donaldson, 2011). These activities not only help create a learner-to-learner relationship but can also provide the instructor with valuable information on the preparedness of the learners who will be participating in the course. The instructor should reach out to

any who express that this is their first online experience. There may be some students that express concern about the use of technology and the instructor can assist by referring them to resources to support their effort. Providing a friendly personal response to the student introductions will help bond the student to the group and promote student success

Sustaining the Sense of Community

Choosing appropriate interactive activities will help sustain the community of learners. Using a blogs or discussion groups allows students to communicate their ideas and build on each other’s understanding of the content (Conrad & Donaldson, 2011). Having a Question and Answer or area of the LMS reserved for students to post informal comments and questions will also help provide an ongoing connection among the course participants.

Having a well developed sense of community and an ongoing connection to those sharing the learning experience will assist the instructor in providing an engaging and effective course. As students become more engaged in the course they will guide each other and promote success among all students.


References

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. Palloff, R., & Pratt, K. (Narrator). (2011).

Online learning communities [Online video]. Baltimore: Laureate Education.