The choice of modality is rarely the sole decision of the school. It\u2019s rather the result of a necessary truce between governments and the raging COVID-19 pandemic. Let\u2019s take a closer look at blended learning and its vulnerability to academic dishonesty.<\/p>\n
The first mentions of blended (or hybrid) learning date back to the 1960s, when mainframe and minicomputers were first utilized for technology-assisted teaching. The concept became popular with the use of videotapes in the classroom<\/a> in the 1980s and the wide adoption of personal computers in the 1990s. But it was the universal availability of internet access that created the version of blended learning teachers use nowadays.<\/p>\n Oxford Learner\u2019s Dictionary<\/a> defines blended learning as \u201ca way of studying a subject that combines being taught in class utilizing different technologies, including learning via the internet.\u201d Being a mix of offline and online activities, the blended learning model isn\u2019t immune to the flaws of distance education, and academic integrity violations<\/a> are a serious concern.<\/p>\n In short, it very much is. The phenomenon is extremely common, and its effect can be detrimental to the learners\u2019 future.<\/p>\n Even before the pandemic, cheating was a pressing matter for secondary and tertiary education institutions around the globe. The numbers speak for themselves:<\/p>\n But has there been a change in academic misconduct with the switch to online and blended learning? Researchers at the University of Sofia (Bulgaria) have concluded<\/a> that it\u2019s the methods of cheating that differ rather than its frequency. Students are more likely to illicitly copy or plagiarize content in face-to-face exams, while exploits of identity authentication are more prevalent with online activities. However, all types of cheating have consequences, and it\u2019s not just about penalization.<\/p>\n Academic misconduct corrodes the very structure of the teaching process, casting a shadow on its basic values like academic integrity and trust. Even more dangerous are its long-term effects on the students\u2019 lives \u2013 from the possibility of expulsion to the permanent damage to one\u2019s professional reputation.<\/p>\n With all that in mind, do teachers stand a chance in winning the war on academic dishonesty? And what would count as a victory? Let\u2019s keep looking for answers.<\/p>\n In a nutshell, a quick and painless recipe for eliminating academic dishonesty simply doesn\u2019t exist. Using shortcuts here would be cheating. There are roads, however, that can lead both parties to a junction \u2013 a place where academic integrity in blended learning is not compromised.<\/p>\n When surveyed, many students are unable to define academic integrity, due to little or no education on this subject. This knowledge gap is something educators need to address.<\/p>\n Dr. Irene Glendinning of Coventry University comments on the matter<\/a>:\u00a0\u2018We are busy strengthening the provision of good quality educational materials about academic integrity, academic study and writing skills to ensure all students understand their obligations and our expectations.\u2019<\/em><\/p>\n Penalizing students for academic misconduct is standard practice in high schools and universities, but isn\u2019t it a little too late? By that time, they might have already fallen into the bad habits of plagiarism or contract cheating. Introducing students to the concept of academic integrity as early as possible would help them establish a strong moral code and nip cheating in the bud.<\/p>\n When students resort to plagiarism, they may know the short-term risks but fail to consider the long-term consequences. Providing enough information on how dangerous plagiarism is and why it should be avoided is the educator\u2019s responsibility. After all, recurring incidents of plagiarism may cause irreparable damage to a person\u2019s academic or professional reputation, or in some cases, ruin one\u2019s career.<\/p>\n Any modern teaching model \u2013 blended or online \u2013 must have automated plagiarism detection in its employ. Plagiarism detection software<\/a> like Unicheck can be a quick and reliable solution, easily integrated with all popular LMSs. With access to extensive online databases and AI-powered algorithms, these tools are extremely effective at identifying plagiarized content.<\/p>\nHow dangerous is academic dishonesty for today\u2019s education?<\/h3>\n
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How can educators deal with academic misconduct?<\/h3>\n
Educate students on the importance of academic integrity<\/h4>\n
Start the dialog early on<\/h4>\n
Teach students about the dangers of plagiarism<\/h4>\n
Use plagiarism detection software and AI-based tools<\/h4>\n