When you begin creating a course, you want to design with the end in mind. The best way to approach this is to start by writing measurable, learning objectives. Effective learning objectives use action verbs to describe what you want your students to be able to do by the end of the course or unit. Aligning assessments with course expectations is much easier when you have written measurable objectives from the beginning.
Graham et al. note the following seven lessons for online instruction: Instructors should provide clear guidelines for interaction with students; provide well-designed discussion assignments to promote cooperation among students; encourage students to present course projects to one another; provide prompt feedback of two types–information and acknowledgement; provide assignment deadlines; provide challenging tasks, sample cases, and praise for high-quality work to reinforce high expectations; and allow students to choose project topics.
When faculty are asked “why students cheat?” they often cite different reasons from what a student would say. In this video, I highlight why students cheat. We begin be looking at some of the research on why students cheat and then we look at a theory as to why students cheat in order to minimize academic dishonesty.