The current coronavirus pandemic has left many universities and their instructors in a sudden requirement of online education. For small private universities this creates an even more precarious situation as funds for online proctors or the purchase of software for online assessment monitoring is frequently insufficient. In addition, online assesments for STEM courses are often similar to the homework, notes, or textbook making a proctored environment in these courses a necessity. This virtual presentation presents the experiences of a Chemistry professor who has implemented an online instructional methodology that utilizes freely available technology allowing verification and real-time proctoring of online assessments. The presenter has observed a dramatically reduced degree of academic dishonesty in his fully online General and advanced Analytical Chemistry courses over a two semester period. The developed online proctoring methodology incorporates the direct use of students’ smartphones and devices during online assessments. Instructor prepared videos that visually illustrate an “online assessment rubric” and how students may meet the rubric by fully showing their “workspace” when taking an online assessment appear to play a major role in the successful implementation of this methodology with an objective that includes the prevention of academic dishonesty. In this presentation advantages of the flipped classroom format, daily proctored quizzes, use of document camera, multiple screens, and breakout sessions will also be shared. Evidence of academic dishonesty, its prevention, along with mistakes and best practices in creating a viable proctored academic environment when using Webex, Teams, and Blackboard will be shared in this presentation.
Charles A Smith, Our Lady of the Lake University, United States
This paper is part of the IICEHawaii2021 Conference Proceedings (View)
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