How to Teach Online? Recommendations for the assessment of online exams with University students in the USA in times of pandemic
DOI:
https://doi.org/10.46661/ijeri.5003Keywords:
Online, exams, cheating, plagiarismAbstract
We evaluated 350 US University Business Students, comparing in-class and online exams to see differences in type of student and class and evaluating possible cheating impact. After basic statistical analysis (T-Student and correlations), we found that differences in grades related to type of students and type of class are more significant that those associated to online with in-class exams. Results are aligned with literature. In accordance with the results of this and previous studies, we do not expect significant higher level of cheating in online exams versus traditional in-class exams. We justify this based upon the reality, broadly reflected in the literature, that cheating is already quite present, before the coronavirus pandemic Many countries have 50%-85% of University students reporting cheating at least once. Cheating is not an specific online problem. Teaching online brings new challenges and opportunities. We recommend to re-evaluate pedagogical methods and engage more in continuous evaluations, relaying less in exams. Code of Conducts, the use of cheating detection algorithms, data analytics from the online Learning Management Systems for assessment and cheating checking programs available (Turnitin and others) to review online exams is recommended. We should help students understand the importance of learning over grades. Also faculty should online teaching faster be at the same level than students in technology and digital capabilities; the closer we are with our students the more effective we can assess them and, more important, we can contribute more and better to their learning and education.
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