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Cheating in Online Classes: a Preliminary Investigation

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Cheating in Online Classes: a Preliminary Investigation Cheating in Online Classes: A Preliminary Investigation by Mirella Baker Bemmel An Applied Dissertation Submitted to the Abraham S. Fischler School of Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Nova Southeastern University 2014 Approval Page This applied dissertation was submitted by Mirella Baker Bemmel under the direction of the persons listed below. It was submitted to the Abraham S. Fischler School of Education and approved in partial fulfillment of the requirements for the degree of Doctor of Education at Nova Southeastern University. ________________________________ ________________________ Gordon Doctorow, EdD Date Committee Chair ________________________________ ________________________ Michael Simonson, PhD Date Committee Member ________________________________ ________________________ Mary Ann Lowe, SLPD Date Associate Dean ii Statement of Original Work I declare the following: I have read the Code of Student Conduct and Academic Responsibility as described in the Student Handbook of Nova Southeastern University. This applied dissertation represents my original work, except where I have acknowledged the ideas, words, or material of other authors. Where another author’s ideas have been presented in this applied dissertation, I have acknowledged the author’s ideas by citing them in the required style. Where another author’s words have been presented in this applied dissertation, I have acknowledged the author’s words by using appropriate quotation devices and citations in the required style. I have obtained permission from the author or publisher—in accordance with the required guidelines—to include any copyrighted material (e.g., tables, figures, survey instruments, large portions of text) in this applied dissertation manuscript. Mirella Baker Bemmel Signature Mirella Baker Bemmel Name May 12, 2014 Date iii Acknowledgments This memorable journey I was blessed with would not have been possible without the enthusiasm and encouragement from my wonderful husband, Ahmed Baker and our sons Sharif and Tariq. I will be eternally grateful for their unconditional love and unwavering support. I would also like to thank my mother and siblings, who inspired me beyond belief and catapulted me higher than I ever thought possible. My deepest appreciation goes out to my Dissertation Chair, Dr. Gordon Doctorow. Our first meeting in Orlando three years ago was the beginning of a whirlwind of exploration guided by a strong commitment to scholarship, tremendously helpful meticulous feedback, insightful suggestions, and encouragement in the most kind and professional manner imaginable. While reaching the final destination is certainly icing on the cake, the journey provided an experience of personal and intellectual growth, which has changed the course of my life forever. A word of thanks to those helped me conduct my research, especially the staff at the institutions at the focus of this study, whose assistance I could always count on. Finally, I would like to thank my friends, family, and colleagues whose words of encouragement helped me get through this process. Their loving and supportive inquiries, prayers and constant words of reassurance were never taken for granted. I dedicate this dissertation to my father, whose spirit was my guiding light. His life story inspired me to persevere with an insatiable hunger for intellectual growth and steadfast determination. iv Abstract Cheating in Online Classes: A Preliminary Investigation, Mirella Baker Bemmel, 2014: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Cheating, Online, Academic Integrity, Community College, Safeguards This applied dissertation was an inquiry into the phenomenon of cheating among students who take their classes online. There is a common perception that cheating is rampant in online classes and the Southern Association of Colleges and Schools, the accreditation association in the South, implemented policies, which mandate stricter monitoring of students. In turn, colleges have reevaluated or implemented integrity policies, but there is inconsistent enforcement of said policies. Online faculty at three Florida community colleges were invited to complete a modified version of the Academic Integrity Survey, which provided insights into their perception of cheating, their awareness and enforcement of institutional policies regarding cheating and safeguards used or desired. The survey was followed up with an eight-member focus group discussion, and the results were triangulated. An analysis of the data revealed that faculty is uncertain about the extent of cheating at their college, but most take action once they discover an instance of cheating. Their reaction to cheating may not necessarily be in line with the institutional policy although they are aware of the required steps. Different safeguards are used to protect the integrity of their courses, but there is an apparent lack of knowledge about available safeguards and their use. v Table of Contents Page Chapter 1: Introduction ........................................................................................................1 Description of the Problem ......................................................................................1 Background and Justification ...................................................................................1 About the Researcher ...............................................................................................3 Purpose of the Study ................................................................................................3 Definitions of Major Concepts and Terms ...............................................................4 Chapter 2: Literature Review ...............................................................................................6 Introduction ..............................................................................................................6 Existence of Online Cheating ..................................................................................6 Extent of Online Cheating .......................................................................................9 No Evidence of Cheating .......................................................................................11 Federal Regulations ...............................................................................................12 Comparison of Online Cheating to Traditional Cheating ......................................13 Theoretical Framework ..........................................................................................15 Catalogue of Different Types of Combative Measures .........................................29 Chapter Summary ..................................................................................................48 Research Questions ................................................................................................48 Chapter 3: Methodology ....................................................................................................50 Participants .............................................................................................................50 Instrument ..............................................................................................................54 Evaluation of Technical Adequacy: Validity and Reliability ................................56 Recommendations for Future Use of the Instrument .............................................59 Measured Domains ................................................................................................59 Item Selection ........................................................................................................59 Procedures ..............................................................................................................60 Data Collection and Analysis.................................................................................65 Summary of Procedural Steps ................................................................................69 Chapter 4: Results ..............................................................................................................72 Purpose of the Study ..............................................................................................72 Correcting for a Technical Problem .......................................................................72 Demographics ........................................................................................................73 Perception of Dishonesty as a Problem in Online Classes ....................................74 Chapter Summary ................................................................................................111 Chapter 5: Discussion ......................................................................................................113 Overview of the Study .........................................................................................113 Summary of Findings ...........................................................................................115 Conclusions ..........................................................................................................128 Implications..........................................................................................................129 Limitations ...........................................................................................................130
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