Virtue in the virtual world: A model of academic integrity for online learning

A decade of growth and innovation in the field of online learning has had significant impact upon the nation’s postsecondary institutions. Each year, the growth rate of online enrollment has surpassed that of overall enrollment rates of postsecondary institutions, and along with that growth, serious concerns regarding the integrity of online courses have emerged. Federal requirements for authentication have been adopted for postsecondary institutions offering online courses, and student cheating via the Internet has increased. Current methods of prevention and detection may be effective but not address the scope of the problem, as research indicates that up to 41% of online students have admitted to cheating in their online classes (Lanier, 2006). A systematic literature review was conducted to determine the nature and scope of the problem of academic integrity in online classes at postsecondary institutions, and on community college campuses in particular, where online enrollment rates are higher than those of four-year institutions. Inclusion criteria for the review were studies at diverse institutions in the United States and Europe among varieties of college majors and levels because research of online learning at community colleges was very limited. The literature review also expanded to include evaluation of the effectiveness of technology that has been developed to prevent and detect academic dishonesty. The application of an evidence-based analysis of the literature revealed important findings that students are cheating by engaging in unauthorized collusion and plagiarism. Furthermore, determinants of dishonest behavior were identified as neutralization or justification of the act, peer influences, unclear definitions of academic dishonesty, and a perceived opportunity to cheat. Other evidence indicated further contributions to the problem: faculty are often reluctant to report cheating, they may underestimate the extent of the problem of cheating, and they also have unclear definitions of academic dishonesty, even among themselves. In addition to evidence of the problem, the literature review determined that there are instructional and technological innovations that are useful in preventing and detecting cheating. Adopting an honor code, incorporating ethics into the curriculum, utilizing authentication technologies and plagiarism detection programs, and engaging students through course design and activities to promote moral reasoning can be useful for preventing academic dishonesty. Furthermore, management challenges, including procedural and cultural challenges, were revealed through an analysis of the literature. Also, relevant behavioral and management theories that provide meaningful perspectives on the causes and prevention of cheating and online courses were applied to the problem. A thorough review and analysis of the literature has led to the description of more efforts to address the problem of academic integrity in online classes for community colleges. Based upon an analysis of the evidence and the application of behavioral theory, a conceptual model is presented to illustrate how a community college can promote academic integrity in onlineVIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING Holly French Hart A Thesis Submitted to the Graduate Faculty of University of Maryland University College in Partial Fulfillment of The Requirements for the Degree of Doctor of Management Patricia Keir, Ph.D. Ronald Head, Ph.D. April 9, 2014 VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING i Abstract A decade of growth and innovation in the field of online learning has had significant impact upon the nation’s postsecondary institutions. Each year, the growth rate of online enrollment has surpassed that of overall enrollment rates of postsecondary institutions, and along with that growth, serious concerns regarding the integrity of online courses have emerged. Federal requirements for authentication have been adopted for postsecondary institutions offering online courses, and student cheating via the Internet has increased. Current methods of prevention and detection may be effective but not address the scope of the problem, as research indicates that up to 41% of online students have admitted to cheating in their online classes (Lanier, 2006). A systematic literature review was conducted to determine the nature and scope of the problem of academic integrity in online classes at postsecondary institutions, and on community college campuses in particular, where online enrollment rates are higher than those of four-year institutions. Inclusion criteria for the review were studies at diverse institutions in the United States and Europe among varieties of college majors and levels because research of online learning at community colleges was very limited. The literature review also expanded to include evaluation of the effectiveness of technology that has been developed to prevent and detect academic dishonesty. The application of an evidence-based analysis of the literature revealed important findings that students are cheating by engaging in unauthorized collusion and plagiarism. Furthermore, determinants of dishonest behavior were identified as neutralization or justification of the act, peer influences, unclear definitions of academic dishonesty, and a perceived opportunity to cheat. Other evidence indicated further contributions to the problem: faculty are VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING ii often reluctant to report cheating, they may underestimate the extent of the problem of cheating, and they also have unclear definitions of academic dishonesty, even among themselves. In addition to evidence of the problem, the literature review determined that there are instructional and technological innovations that are useful in preventing and detecting cheating. Adopting an honor code, incorporating ethics into the curriculum, utilizing authentication technologies and plagiarism detection programs, and engaging students through course design and activities to promote moral reasoning can be useful for preventing academic dishonesty. Furthermore, management challenges, including procedural and cultural challenges, were revealed through an analysis of the literature. Also, relevant behavioral and management theories that provide meaningful perspectives on the causes and prevention of cheating and online courses were applied to the problem. A thorough review and analysis of the literature has led to the description of more efforts to address the problem of academic integrity in online classes for community colleges. Based upon an analysis of the evidence and the application of behavioral theory, a conceptual model is presented to illustrate how a community college can promote academic integrity in online classes. Keywords: academic integrity, academic dishonesty, cheating, online learning VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING iii Dedication This work, while it was written by a single researcher, represents the essence of life’s greatest gift that we can give to one another: reaching our potential. Over the past three years, my husband and my family have been my greatest cheerleaders as I continued to work toward becoming better and stronger in my studies of leadership and management, and this dissertation is unreservedly dedicated to them. God has given me a great gift in allowing me to be a part of their lives. My wonderful husband Michael offered loving support, made sacrifices, and took care of other household responsibilities so that I could dedicate time to my studies and doctoral work. He is truly the love of my life and the best thing that ever happened to me. My parents, Brenda and Jerry French, and my grandmother, Alice Broome, cheered me on all along the way and lovingly gave support, both personal and financial, to create a clear pathway for me toward success with no obstacles. Throughout my life, they have always believed in me and encouraged me to follow my dreams. I would also like to dedicate this dissertation to another champion of my doctoral pursuits, my father-in-law, Robert Hart, who lost his battle with cancer as I was finishing my doctoral studies and was a true example of serving others through volunteerism for fifteen years after retiring from military service. Finally, I would be remiss without mentioning my little furry muse, Symphony, who was by my side over the past three years while I sat typing away at my computer. With that little face looking up at me with complete confidence and no fear, I knew I could do it. VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING iv Acknowledgments With a focus on preparing leaders for our nation’s community colleges, the UMUC Doctorate of Management in Community College Policy and Administration program is itself a model of exemplary leadership and dedication, and there are several individuals who significantly influenced me through the duration of the program. I would like to first acknowledge Dr. Patricia Keir, a leader whose energy and enthusiasm for promoting our community colleges and better serving our students is inspiring. I thank Dr. Keir for constantly pushing me toward excellence and providing insightful and thorough feedback to help me become better. I would also like to thank Dr. Ronald Head, who advised and encouraged me during the course of my studies, even showing support by attending my SACS-COC annual conference presentation on my dissertation topic. Furthermore, I must acknowledge the UMUC DMCCPA faculty. The caliber of leadership and expertise that they shared with my cohort provided us with tools that we will use for many years to come. I must also thank Dr. Jim Henderson, Chancellor of Bossier Parish Community College and a graduate of the program. A conversation with him in my office led to a life-changing decision for me, and I am grateful to work for a leader who instills such confidence in his followers. Finally, I would like to acknowledge Dr. Stan Wilkins, Vice Chancellor for Academic Affairs at Bossier Parish Community College, who encouraged me in my professional development and provided insights as I continued my studies. I truly appreciate having a supervisor who was willing to allow me to pursue my goals and take the time that I needed to achieve them. VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING v Table of Contents Chapter 1 .....................................................................................................................................1 Statement of the Problem ..................................................................................................1 Statement of the Purpose...................................................................................................8 Background Related to the Problem ................................................................................8 Theoretical Base ...............................................................................................................11 Research Questions ..........................................................................................................20 Definition of Terms ..........................................................................................................20 Significance .......................................................................................................................22 Chapter 2 .....................................................................................................................................25 Overview ...........................................................................................................................25 Types of Academic Dishonesty in Online Classes .........................................................26 Extent of Academic Misconduct in Online Classes .......................................................27 Why Online Students May Engage in Academic Dishonesty ......................................36 How Faculty Can Prevent and Detect Academic Dishonesty in Online Classes ..................................................................................................59 Challenges for Leadership and Management for Making Changes and Promoting Academic Integrity ...................................................................85 Conclusion ........................................................................................................................99 Chapter 3 ...................................................................................................................................101 Introduction ....................................................................................................................101 Assumptions....................................................................................................................103 Implementing a Model of Academic Integrity for Online Learning ..........................................................................106 VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING vi Discussion of Themes .....................................................................................................112 Conclusion ......................................................................................................................123 Chapter 4 ...................................................................................................................................124 Introduction ....................................................................................................................124 Data Discovery ...............................................................................................................128 Additional Filtering of the Evidence ............................................................................136 Analysis of Relevant Surveys and Data .......................................................................137 Analysis of Seminal Scholarly Research ......................................................................167 Subject-Matter Expert Contributions..........................................................................168 Conclusion ......................................................................................................................169 Chapter 5 ...................................................................................................................................171 Introduction ....................................................................................................................171 Gathering Data and Feedback from Expert Panel Members ....................................171 Analysis of the Data Provided by the Expert Panel ....................................................174 Specific Feedback for Consideration ...........................................................................176 Value and Relevance ......................................................................................................176 Analysis of Evidence-Based Research ..........................................................................178 Discussion of Significant Findings ................................................................................179 Additional Findings .......................................................................................................190 Limits of Interpretation .................................................................................................192 Implications for the Future ...........................................................................................193 Summary .........................................................................................................................194 Chapter 6 ...................................................................................................................................195 Implications for Management .......................................................................................197 VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING vii Fiscal Challenges and Resources ..................................................................................197 Empowered Decision-Making for Change...................................................................200 Double-loop Learning ....................................................................................................204 Leading Cultural Change ..............................................................................................205 External Stakeholders ...................................................................................................213 Limitations of the Research ..........................................................................................214 Recommendations for Future Research ......................................................................216 Summary .........................................................................................................................217 References ..................................................................................................................................218 Appendix ...................................................................................................................................239 VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING viii List of Tables TABLE 2.1 Significant Research of Students’ Justifications or Neutralization of Cheating .....................................................................................38 2.2 Costs, Descriptions, and Requirements for Implementation of Proctoring Systems for Online Exams ..................................................................72 2.3 Plagiarism Detection Programs and Services, Costs, and Submission Process ..................................................................................................................74 2.4 The COSO Blueprint for Ethics Initiatives in Business Schools ...........................98 4.1 Initial Investigation of the Topic of Online Learning and Accreditation .......................................................................................................129 4.2 Key Word Search for Academic Dishonesty among College Students in Considering Implications for Online Classes .....................................................130 4.3 Initial Investigation of the Frequency of Academic Dishonesty in Online Classes .....................................................................................................132 4.4 Results of Data Searches and Patterns for Formulating Research Questions .............................................................................................................133 4.5 Results of Data Searches and Formulating Research Questions Regarding the Role of Management and Implementation of Academic Integrity on College Campuses ...........................................................................135 4.6 Significant Survey and Research Regarding Academic Dishonesty and Promoting Academic Integrity in Online Classes ...............................................138 6.1 Strategies to Promote Academic Integrity in Online Classes, Either with Little to No Costs or with Funding Resources Readily Available ......................198 6.2 Definitions of Cheating Behaviors Based upon Degree of Severity ...................206 VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING ix List of Figures FIGURE 1.1 Ajzen’s Theory of Planned Behavior .....................................................................13 3.1 Basic Assumptions ...............................................................................................104 3.2 Causes of Intentional and Unintentional Acts of Dishonesty in Online Classes .....................................................................................................107 3.3 Virtue in the Virtual World: A Conceptual Model of Academic Integrity for Online Learning ............................................................................................109 3.4 Correlations of Theories and Initiatives to Successfully Promote Academic Integrity in Online Classes ..................................................................................111 6.1 Process of Promoting Academic Integrity in Online Classes through Empowered Decision-Making ............................................................................201 6.2 Template of an Honor Code for Online Learning ...............................................210 6.3 Process of Reporting, Investigation, and Adjudication of a Violation of the Honor Code for Online Learning ..............................................................212 VIRTUE IN THE VIRTUAL WORLD: A MODEL OF ACADEMIC INTEGRITY FOR ONLINE LEARNING 1 Chapter 1 Statement of the Problem For community colleges, the past few years have yielded innovations in learning and management in response to changes in student populations and accountability demands at the national level. The expansion of online classroom learning in higher education has created unique challenges in maintaining academic integrity and quality assurance (Rowe, 2004). Although academic integrity is an issue in all classes, it is particularly difficult to ensure academic integrity in online learning because of distance