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Important Questions

Why do students cheat?
What are the barriers to promoting academic integrity?
What are the ethics of plagiarism detection?
Why do international students plagiarize?

Teaching Resources

General suggestions for increasing learning and decreasing dishonesty
Preventing dishonesty in written assignments
Preventing cheating on tests and exams
Preventing visual plagiarism
Promoting integrity in online courses

Contact

Brenda Stoesz, PhD
Faculty Specialist - Academic Integrity
(204) 474-6958
brenda.stoesz@umanitoba.ca

You may also wish to visit these relevant UM sites:

Academic Integrity
Student Advocacy
Copyright Solutions

Promoting Academic Integrity in Online Courses

Students should acquaint themselves with the University’s Student Discipline Bylaw and related Procedures on academic dishonesty (see Section 2.2.1) found in the 2015-2016 Academic Calendar. Ignorance of the regulations and policies regarding academic integrity is not a valid excuse for violating them.

General recommendations for promoting academic integrity

  1. Pay particular attention to how the course is structured1. Are the objectives, learning activities, and assessment strategies aligned? To learn more about this, visit The Centre's Course Alignment information under the Teaching Resources page.
  2. Introduce yourself to your students and develop routines to build relationships with them. You can use the “Instructor Letter Template” found in the Instructor Handbook for Online Courses Online found here.
  3. Highlight the academic integrity policy in the course and provide a list of behaviours that would be classified as academic misconduct in your online course2,3. Be clear about your expectations4.
  4. Create an assignment that requires students to post questions and comments about academic integrity on a discussion board2

Recommendations for online quiz, test, and exam format in UM Learn

  1. Limit the availability of the quiz, test, or exam3
  2. Set time limits for completion of the assessment that is based on the number of questions3
  3. Create more questions than that can be chosen at random for each student and randomize the order of the answers2,3
  4. Create questions that have multiple correct answers3
  5. Show one question at a time3
  6. Release quiz, test, and exam scores when all students have completed the assessment3
  7. Allow open-book quizzes, tests, and exams2,5
  8. Implement Respondus LockDown Browser, a tool that prevents students from printing or copying assessments in UM Learn and from navigating to another website2

To learn more about implementing the above strategies in UM Learn, please visit UM Learn – Online Support for Faculty.

Recommendations for assignments and online engagement

  1. Provide direct links to resources for writing and citing, such as those made available by UM Libraries
  2. When appropriate, ask students to submit their reference articles or other supporting material with the text they cited highlighted2,4
  3. Compare the writing that students post on discussion boards with their other written work2,5
  4. Assign specific books or articles to be used for completing writing assignments5
 

References

  1. East, J. & Donnelly, L. Taking Responsibility for Academic Integrity : A collaborative teaching and learning design. J. Univ. Teach. Learn. Pract. 9, (2012).
  2. WCET, UT TeleCampus,  and I. T. C. Best Practice Strategies to Promote Academic Integrity in Online Education, Version 2.0. Wcet (2009).
  3. Conway-klaassen, J. M. & Keil, D. E. Discouraging Academic Dishonesty in Online Courses. Clin. Lab. Sci. 23, 194–200 (2010).
  4. Meizlish, D. Promoting Academic Integrity in the Classoom. CRLT Occas. Pap. (2003).
  5. Hill, C. Promoting Academic Integrity in Online Education. (2010).