The Power of Discussion: Modeling to Promote Academic Honesty Online

By Tomeka Wilcher

Many faculty members are apprehensive about academic dishonesty in the online environment. This concern grows as we continue to navigate the transition from the traditional to the online classroom and as our end-of-semester project deadlines and exams draw near.

Kim Case, director of faculty success at the Center for Teaching and Learning Excellence at Virginia Commonwealth University, has offered our own Center for Faculty Development some thoughts about ensuring academic honesty.

Research shows that incidents of academic dishonesty occur at a similar rate whether in face-to-face or online classrooms and can be prevented through discussion, clear expectations, and modeling, said Case, a social psychologist.

Discussing why we as teachers value academic honesty is critical to student understanding of honesty as an ethical basis for their personal and professional lives. These conversations can occur online via discussion boards, Zoom or reflective essays students submit as part of their work.

During these discussions, set out clear expectations while stressing the value of academic integrity. Include time for students to explain to each other how they feel when they hear about student cheating. You thus place the responsibility for honesty on students, as teachers and peers hold them accountable.

Along the way, model the concepts you are talking about - for instance, show how to properly cite sources. Give concrete examples.

When honesty is clearly articulated, most students will work to ensure they uphold the standards of their faculty mentors and exemplify the behaviors of academic honesty and integrity.

As a final best practice, Dr. Case suggests that all faculty ask students to write out the university honor code before taking an exam or starting independent work (in-class or online) instead of at the end of such work, thus reminding them of our ethical expectations.