The Future of Education

Edition 12

Accepted Abstracts

Quality Control in the Online Classrooms - Is Zero Plagiarism Possible with Digital Students?

Michael D. Santonino III, Embry-Riddle Aeronautical University College of Business - Worldwide (United States)

Abstract

Over the past few years, universities, colleges, and schools have made a substantial investment into the new learning online management systems aimed at improving the quality of courses with technology innovation tailored toward today’s digital student. Integrated analytics are gaining more traction to differentiated online instruction and optimize the learning experience for students. There are trends evolving in online learning education with different models for institutions to meet the various student profiles (e.g. traditional versus non-traditional students). What makes each learning model approach unique?  What innovative technology features standout? Which institutions are considered to be best-in-class for innovation, cost, access, and quality?

The purpose of this paper is to provide a framework for quality control in online courses for faculty to act as agents for quality assurance in the digital classroom environment; which includes: process steps for faculty to inspect written assignment for a zero plagiarism tolerance, student surveys, online course evaluations, faculty surveys, faculty peer reviews, and a faculty course clearance process. Examples of innovative institutions with best-in-class performance in online learning is used as supportive evidence throughout the paper.

The value of this paper lies in its practical, yet comprehensive treatment of the subject-matter. There is a responsibility gap between faculty, administrators, and the various institutions in the implementation process of quality control in online courses, university policies, and the actual process for those responsible for executing the oversight in the digital classroom. Academic leaders and faculty should consider the best-in-class performance of institutions that are implementing action-oriented quality control measures and assessments by faculty or online quality control managers. In lieu the societal influence of technology that has provided readily accessible information from the internet, educators must rethink ways to measure student’s performance in the digital classroom to assure academic integrity, and ultimately assessing future calls for education reform with digital students.

References available in paper.

 

 

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