Student Academic Integrity in Online learning in higher education in the era of COVID-19

Abstract

We examine strategies for reducing academic misconduct in online courses both when the instructor must move a course from in-person to online, and when an online course is developed intentionally. In the winter of 2020, courses that would not traditionally have been developed for web-based learning were retrofitted mid-term to accommodate restrictions introduced by the COVID-19 pandemic, which may have introduced additional challenges regarding assurance of academic integrity. Beyond discussing plagiarism, which is thought of as one of the most common types of academic dishonesty (Marques et al., 2019), we consider subscription-based digital resources which may enable cheating on a broader scale. We review the motivation behind many instances of academic dishonesty and suggest methods for mitigation. We emphasize the need for promoting honesty, not just preventing dishonesty. Although we focus our examples on large introductory-level quantitative courses, our strategies may be applied more broadly. In particular, we address the question: as an instructor, how can I prevent academic misconduct to the best of my ability in an online environment during a global pandemic?

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