Ray Schroeder, Inside Higher Ed
In recent months we have frequently seen reports of cheating among students at colleges, universities and even military academies. Is this entirely the fault of students or are faculty contributing to the problem by emphasizing rote memory of facts, figures and formulas? The anecdotal reports of more cheating in online courses may be more a function of closer online scrutiny and the use of proctoring tools. We should be more about teaching methods, processes, reflection and creative/critical thinking than recalling facts and figures that are available to us in an instant online. Should we, then, focus our efforts on engaged teaching and assessing through unique — even personalized – problem solving, collaboration building, leadership and communication?
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