Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Promoting mastery and instilling the sense of self-efficacy that students need for deep learning is why Jay and I have worked so hard to develop MyOMLab. With this assessment software, your students can work on mastering the tools of OM, with instant feedback. You can assign homework, quizzes, exams with “algorithmic” problems, meaning that each student operates from a unique data set. Students can also be given multiple chances to improve homework scores. If you would like more information, visit http://www.myomlab.com/.
Although cheating is a persistent problem, the prognosis is not dire. The good news is that strategies which reduce cheating also improve student performance overall. Instructors who learn to curb academic dishonesty will have done more than solve a course management problem–they will have become better educators all around.
