Identification of critical time‐consuming student support activities in e‐learning

Higher education staff involved in e‐learning often struggle with organising their student support activities. To a large extent this is due to the high workload involved with such activities. We distinguish support related to learning content, learning processes and student products. At two different educational institutions, surveys were conducted to identify the most critical support activities, using the Nominal Group Method. The results are discussed and brought to bear on the distinction between content‐related, process‐related and product‐related support activities

The Concepts of Academic Dishonesty of Undergraduate Students in China in the Situation of Online Education

As an ethical requirement, honesty is the fundamental of all ethics and one of the critical contents of the core socialist values in China. An important manifestation of honesty in undergraduate students is academic honesty. As a vital link of the honest education system for college and university students, academic honesty is related to cultivating undergraduate students’ honesty and ethical quality and is an important guarantee to promote the healthy development of higher education and academic innovation. Academic honesty is also suffered unprecedented attention from all walks of life. At the beginning of 2020, affected by the sudden Covid-19, colleges and universities all over China responded to the call of the Ministry of Education of the People’s Republic of China, actively responded to, and comprehensively applied various information means. Colleges and universities started online education, carefully and wholly formulated online teaching plans, and adopted various methods and ways to carry out various forms of online education

Evolution of academic dishonesty in computer science courses

[EN] Online exams and assignments during the COVID-19 pandemic have introduced new forms of student cheating. In order to maintain evaluation criteria and preserve established ethical standards, professors have introduced new methods to minimize cheating. When returning onsite, the newly created cheating techniques evolved once again. They were supported by special groups on social networks dedicated to easier liquidation of exams and getting better grades. Crowdsourcing became frequent, particularly for homework assignment  preparation. Recently, ChatGPT has become a new ally of students. This paper presents the evolution of student cheating in several computer science courses taught by the authors of this paper. All examples of cheating are supplemented by the detecting methods and own applications used to prevent them from occurring again. The paper ends by predicting who will win in the eternal war between students and professors, at least in the short run.Zdravkova, K. (2023). Evolution of academic dishonesty in computer science courses. En 9th International Conference on Higher Education Advances (HEAd'23). Editorial Universitat Politècnica de València. 421-428. https://doi.org/10.4995/HEAd23.2023.1608142142

SW 6042 Human Behavior and the Social Environment - Critical Topics (prototype semester syllabus)

This syllabus is the prototype for SW 6042, Human Behavior and the Social Environment - Critical Topics social work graduate course that will be taught in the semester system. The format is a departure from the quarter system format and the process of development involved all faculty who teach Human Behavior and the Social Environment graduate courses

Authentication of Students and Students’ Work in E-Learning : Report for the Development Bid of Academic Year 2010/11

Global e-learning market is projected to reach $107.3 billion by 2015 according to a new report by The Global Industry Analyst (Analyst 2010). The popularity and growth of the online programmes within the School of Computer Science obviously is in line with this projection. However, also on the rise are students’ dishonesty and cheating in the open and virtual environment of e-learning courses (Shepherd 2008). Institutions offering e-learning programmes are facing the challenges of deterring and detecting these misbehaviours by introducing security mechanisms to the current e-learning platforms. In particular, authenticating that a registered student indeed takes an online assessment, e.g., an exam or a coursework, is essential for the institutions to give the credit to the correct candidate. Authenticating a student is to ensure that a student is indeed who he says he is. Authenticating a student’s work goes one step further to ensure that an authenticated student indeed does the submitted work himself. This report is to investigate and compare current possible techniques and solutions for authenticating distance learning student and/or their work remotely for the elearning programmes. The report also aims to recommend some solutions that fit with UH StudyNet platform.Submitted Versio

Remote assessment: case study from Ukrainian higher education institutions

Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados foram recolhidos através do formulário do Google Forms. A investigação centra-se nos desafios da avaliação remota do e-learning durante a crise da COVID-19 enfrentada por educadores e estudantes ucranianos e nas abordagens adotadas para ultrapassá-los: projetos de aprendizagem, soluções tecnológicas, sistemas de avaliação e medidas de integridade acadêmica. O estudo atual também analisa as plataformas e aplicações atualmente em uso que podem ajudar a melhorar a integridade acadêmica e reforçar a educação durante as pandemias e as várias intervenções tecnológicas de ensino, aprendizagem e avaliação que foram introduzidas ou continuadas em instituições de ensino superior em todo o mundo, e como podem ter ajudado a reduzir a probabilidade de mau comportamento dos estudantes durante o ensino à distância de emergência na pandemia. O principal resultado aponta que os problemas de avaliação e plágio têm de ser abordados a vários níveis, incluindo o reforço dos conhecimentos e da ética dos estudantes; a superação da resistência da parte conservadora dos participantes no processo educativo às inovações educativas devido ao nível relativamente baixo do seu domínio das tecnologias educativas modernas; a formação de professores para detectar plágios; e a aplicação de sanções severas àqueles que se dedicam a tais práticas. Palavras-chave: E-learning, avaliação à distância, integridade acadêmica, intervenção tecnológica.   Remote assessment: case study from Ukrainian higher education institutions ABSTRACT. This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods; and applying severe sanctions on those who engage in such practices. Keywords: E-learning, remote assessment, academic integrity, technological intervention.   Evaluación a distancia: estudio de caso de instituciones de educación superior de Ucrania RESUMEN. Este estudio narra la implementación de la evaluación remota durante la educación pandémica de COVID-19, basado en las reflexiones de 600 estudiantes y 150 educadores. Los datos fueron recolectados a través de la encuesta Google Forms. La investigación se centra en los desafíos de la evaluación del aprendizaje electrónico a distancia durante la crisis de la COVID-19 a los que se enfrentaron los educadores y estudiantes ucranianos y los enfoques adoptados para superarlos: diseños de aprendizaje, soluciones tecnológicas, sistemas de evaluación y medidas de integridad académica. El estudio actual también analiza las plataformas y aplicaciones utilizadas actualmente que pueden ayudar a mejorar la integridad académica y reforzar la educación durante las pandemias y las diversas intervenciones tecnológicas para la enseñanza, el aprendizaje y la evaluación que se han introducido o continuado en las instituciones de educación superior de todo el mundo, y cómo pueden haber ayudado a reducir la probabilidad de que los estudiantes cometan malas conductas durante el aprendizaje a distancia de emergencia de la pandemia. El resultado principal implica que es necesario abordar los problemas de la evaluación en línea, las trampas y el plagio en múltiples niveles, lo que incluye impulsar el conocimiento y la ética de los estudiantes; superar la resistencia de la parte conservadora de los participantes en el proceso educativo a las innovaciones educativas debido al nivel relativamente bajo de su dominio de las tecnologías educativas modernas; capacitar a las maestras para detectar métodos de engaño; y aplicar severas sanciones a quienes incurran en tales prácticas. Palabras clave: E-aprendizaje, evaluación remota, integridad académica, intervención tecnológica.Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados foram recolhidos através do formulário do Google Forms. A investigação centra-se nos desafios da avaliação remota do e-learning durante a crise da COVID-19 enfrentada por educadores e estudantes ucranianos e nas abordagens adotadas para ultrapassá-los: projetos de aprendizagem, soluções tecnológicas, sistemas de avaliação e medidas de integridade acadêmica. O estudo atual também analisa as plataformas e aplicações atualmente em uso que podem ajudar a melhorar a integridade acadêmica e reforçar a educação durante as pandemias e as várias intervenções tecnológicas de ensino, aprendizagem e avaliação que foram introduzidas ou continuadas em instituições de ensino superior em todo o mundo, e como podem ter ajudado a reduzir a probabilidade de mau comportamento dos estudantes durante o ensino à distância de emergência na pandemia. O principal resultado aponta que os problemas de avaliação e plágio têm de ser abordados a vários níveis, incluindo o reforço dos conhecimentos e da ética dos estudantes; a superação da resistência da parte conservadora dos participantes no processo educativo às inovações educativas devido ao nível relativamente baixo do seu domínio das tecnologias educativas modernas; a formação de professores para detectar plágios; e a aplicação de sanções severas àqueles que se dedicam a tais práticas. Palavras-chave: E-learning, avaliação à distância, integridade acadêmica, intervenção tecnológica.   Remote assessment: case study from Ukrainian higher education institutions ABSTRACT. This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods; and applying severe sanctions on those who engage in such practices. Keywords: E-learning, remote assessment, academic integrity, technological intervention.   Evaluación a distancia: estudio de caso de instituciones de educación superior de Ucrania RESUMEN. Este estudio narra la implementación de la evaluación remota durante la educación pandémica de COVID-19, basado en las reflexiones de 600 estudiantes y 150 educadores. Los datos fueron recolectados a través de la encuesta Google Forms. La investigación se centra en los desafíos de la evaluación del aprendizaje electrónico a distancia durante la crisis de la COVID-19 a los que se enfrentaron los educadores y estudiantes ucranianos y los enfoques adoptados para superarlos: diseños de aprendizaje, soluciones tecnológicas, sistemas de evaluación y medidas de integridad académica. El estudio actual también analiza las plataformas y aplicaciones utilizadas actualmente que pueden ayudar a mejorar la integridad académica y reforzar la educación durante las pandemias y las diversas intervenciones tecnológicas para la enseñanza, el aprendizaje y la evaluación que se han introducido o continuado en las instituciones de educación superior de todo el mundo, y cómo pueden haber ayudado a reducir la probabilidad de que los estudiantes cometan malas conductas durante el aprendizaje a distancia de emergencia de la pandemia. El resultado principal implica que es necesario abordar los problemas de la evaluación en línea, las trampas y el plagio en múltiples niveles, lo que incluye impulsar el conocimiento y la ética de los estudiantes; superar la resistencia de la parte conservadora de los participantes en el proceso educativo a las innovaciones educativas debido al nivel relativamente bajo de su dominio de las tecnologías educativas modernas; capacitar a las maestras para detectar métodos de engaño; y aplicar severas sanciones a quienes incurran en tales prácticas. Palabras clave: E-aprendizaje, evaluación remota, integridad académica, intervención tecnológica.Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados foram recolhidos através do formulário do Google Forms. A investigação centra-se nos desafios da avaliação remota do e-learning durante a crise da COVID-19 enfrentada por educadores e estudantes ucranianos e nas abordagens adotadas para ultrapassá-los: projetos de aprendizagem, soluções tecnológicas, sistemas de avaliação e medidas de integridade acadêmica. O estudo atual também analisa as plataformas e aplicações atualmente em uso que podem ajudar a melhorar a integridade acadêmica e reforçar a educação durante as pandemias e as várias intervenções tecnológicas de ensino, aprendizagem e avaliação que foram introduzidas ou continuadas em instituições de ensino superior em todo o mundo, e como podem ter ajudado a reduzir a probabilidade de mau comportamento dos estudantes durante o ensino à distância de emergência na pandemia. O principal resultado aponta que os problemas de avaliação e plágio têm de ser abordados a vários níveis, incluindo o reforço dos conhecimentos e da ética dos estudantes; a superação da resistência da parte conservadora dos participantes no processo educativo às inovações educativas devido ao nível relativamente baixo do seu domínio das tecnologias educativas modernas; a formação de professores para detectar plágios; e a aplicação de sanções severas àqueles que se dedicam a tais práticas. Palavras-chave: E-learning, avaliação à distância, integridade acadêmica, intervenção tecnológica.   Remote assessment: case study from Ukrainian higher education institutions ABSTRACT. This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods; and applying severe sanctions on those who engage in such practices. Keywords: E-learning, remote assessment, academic integrity, technological intervention.   Evaluación a distancia: estudio de caso de instituciones de educación superior de Ucrania RESUMEN. Este estudio narra la implementación de la evaluación remota durante la educación pandémica de COVID-19, basado en las reflexiones de 600 estudiantes y 150 educadores. Los datos fueron recolectados a través de la encuesta Google Forms. La investigación se centra en los desafíos de la evaluación del aprendizaje electrónico a distancia durante la crisis de la COVID-19 a los que se enfrentaron los educadores y estudiantes ucranianos y los enfoques adoptados para superarlos: diseños de aprendizaje, soluciones tecnológicas, sistemas de evaluación y medidas de integridad académica. El estudio actual también analiza las plataformas y aplicaciones utilizadas actualmente que pueden ayudar a mejorar la integridad académica y reforzar la educación durante las pandemias y las diversas intervenciones tecnológicas para la enseñanza, el aprendizaje y la evaluación que se han introducido o continuado en las instituciones de educación superior de todo el mundo, y cómo pueden haber ayudado a reducir la probabilidad de que los estudiantes cometan malas conductas durante el aprendizaje a distancia de emergencia de la pandemia. El resultado principal implica que es necesario abordar los problemas de la evaluación en línea, las trampas y el plagio en múltiples niveles, lo que incluye impulsar el conocimiento y la ética de los estudiantes; superar la resistencia de la parte conservadora de los participantes en el proceso educativo a las innovaciones educativas debido al nivel relativamente bajo de su dominio de las tecnologías educativas modernas; capacitar a las maestras para detectar métodos de engaño; y aplicar severas sanciones a quienes incurran en tales prácticas. Palabras clave: E-aprendizaje, evaluación remota, integridad académica, intervención tecnológica.Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados foram recolhidos através do formulário do Google Forms. A investigação centra-se nos desafios da avaliação remota do e-learning durante a crise da COVID-19 enfrentada por educadores e estudantes ucranianos e nas abordagens adotadas para ultrapassá-los: projetos de aprendizagem, soluções tecnológicas, sistemas de avaliação e medidas de integridade acadêmica. O estudo atual também analisa as plataformas e aplicações atualmente em uso que podem ajudar a melhorar a integridade acadêmica e reforçar a educação durante as pandemias e as várias intervenções tecnológicas de ensino, aprendizagem e avaliação que foram introduzidas ou continuadas em instituições de ensino superior em todo o mundo, e como podem ter ajudado a reduzir a probabilidade de mau comportamento dos estudantes durante o ensino à distância de emergência na pandemia. O principal resultado aponta que os problemas de avaliação e plágio têm de ser abordados a vários níveis, incluindo o reforço dos conhecimentos e da ética dos estudantes; a superação da resistência da parte conservadora dos participantes no processo educativo às inovações educativas devido ao nível relativamente baixo do seu domínio das tecnologias educativas modernas; a formação de professores para detectar plágios; e a aplicação de sanções severas àqueles que se dedicam a tais práticas. Palavras-chave: E-learning, avaliação à distância, integridade acadêmica, intervenção tecnológica.   Remote assessment: case study from Ukrainian higher education institutions ABSTRACT. This study narrates the implementation of remote assessment during the COVID-19 pandemic education in Ukrainian higher education institutions, based on exploring the reflections of 600 students and 150 educators. A wide range of student and faculty members experiences from Ukrainian higher education institutions were aggregated and analyzed. The data were collected through the Google Forms survey. The research focuses on the challenges of remote e-learning assessment during the COVID-19 crisis encountered by Ukrainian educators and learners and the approaches adopted to overcome them: learning designs, technological solutions, evaluation systems, and academic integrity measures. The current study also looks at the currently used platforms and applications that can assist in enhancing academic integrity and reinforcing education during pandemics and the various technological interventions to teaching, learning, and assessing that have been introduced or continued in higher education institutions around the world, and how they may have helped reduce the likelihood of students committing misconduct during the pandemic's emergency distance learning. The major outcome implies that addressing the issues of online assessment, cheating, and plagiarism on multiple levels is necessary, including boosting student knowledge and ethics; overcoming the resistance of the conservative part of the participants in the educational process to educational innovations due to the relatively low level of their mastery of modern educational technologies; training teachers to detect cheating methods; and applying severe sanctions on those who engage in such practices. Keywords: E-learning, remote assessment, academic integrity, technological intervention.   Evaluación a distancia: estudio de caso de instituciones de educación superior de Ucrania RESUMEN. Este estudio narra la implementación de la evaluación remota durante la educación pandémica de COVID-19, basado en las reflexiones de 600 estudiantes y 150 educadores. Los datos fueron recolectados a través de la encuesta Google Forms. La investigación se centra en los desafíos de la evaluación del aprendizaje electrónico a distancia durante la crisis de la COVID-19 a los que se enfrentaron los educadores y estudiantes ucranianos y los enfoques adoptados para superarlos: diseños de aprendizaje, soluciones tecnológicas, sistemas de evaluación y medidas de integridad académica. El estudio actual también analiza las plataformas y aplicaciones utilizadas actualmente que pueden ayudar a mejorar la integridad académica y reforzar la educación durante las pandemias y las diversas intervenciones tecnológicas para la enseñanza, el aprendizaje y la evaluación que se han introducido o continuado en las instituciones de educación superior de todo el mundo, y cómo pueden haber ayudado a reducir la probabilidad de que los estudiantes cometan malas conductas durante el aprendizaje a distancia de emergencia de la pandemia. El resultado principal implica que es necesario abordar los problemas de la evaluación en línea, las trampas y el plagio en múltiples niveles, lo que incluye impulsar el conocimiento y la ética de los estudiantes; superar la resistencia de la parte conservadora de los participantes en el proceso educativo a las innovaciones educativas debido al nivel relativamente bajo de su dominio de las tecnologías educativas modernas; capacitar a las maestras para detectar métodos de engaño; y aplicar severas sanciones a quienes incurran en tales prácticas. Palabras clave: E-aprendizaje, evaluación remota, integridad académica, intervención tecnológica.Avaliação remota: estudo de caso em instituições do ensino superior na Ucrânia Este estudo cita a implementação da avaliação à distância durante a educação pandêmica da COVID-19, com base nas reflexões de 600 estudantes e 150 educadores. Os dados