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Providing Evidence of Academic Integrity and Student Authentication in Online Courses and Programs

Providing Evidence of Academic Integrity and Student Authentication in Online Courses and Programs. Matthew Prineas, UMUC Elizabeth Mulherrin, UMUC. Some Common ( Mis )perceptions. Federal regulations require that institutions use authentication technology in online courses

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Providing Evidence of Academic Integrity and Student Authentication in Online Courses and Programs

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  1. Providing Evidence of Academic Integrity and Student Authentication in Online Courses and Programs Matthew Prineas, UMUC Elizabeth Mulherrin, UMUC

  2. Some Common (Mis)perceptions • Federal regulations require that institutions use authentication technology in online courses • Online students are more likely to cheat • Proctored final exams are the only real way to authenticate a student’s identity and assess their learning in online courses

  3. Addressing Issues of Academic Integrity and Student Authentication: Where is your institution?

  4. Define the Problem to Solve

  5. Overview of Issues • Regulations-Higher Education Opportunity Act- 2008 • Technology-authentication tools-- biometrics, mouse/keyboard, challenge questions • Culture-institutional roles and responsibilities, policies and resources • Curriculum-approaches to teaching and practice

  6. Authentication Options Low to High Impact Factors to Consider Individual student responsibility, can be shared Expense, convenience Expense, privacy issues • Low-password/login • Medium -proctored testing (traditional) • High • proctored testing (electronic/virtual) • authentication technologies

  7. Case Studies • UMUC • CCCO • (Charter Oak) • (Edukan) • (Troy)

  8. Resources • WCET (WICHE Cooperative for Educational Technologies) http://wcet.wiche.edu/learn/student-authentication • Publications • Best Practice Strategies to Promote Academic Integrity in Online Education, Version 2.0 • Are Your Online Students Really the Ones Registered for the Course?: Student Authentication Requirements for Distance Education Providers • Guidelines for the Review and Evaluation of Distance Education from the Regional Accrediting Commissions

  9. Questions and Discussion • Matthew Prineas (mprineas@umuc.edu) • Elizabeth Mulherrin (emulherrin@umuc.edu)

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