Instructors should strive to abolish cheating rather than spending their energy on policing students, writes Jordan Alexander Stein of the . Stein writes that policies and “familiar” solutions to cheating emphasize enforcement and do not address the issues that lead to cheating, which often include not having enough time, being poorly prepared to complete the work, and the learning loss associated with the COVID-19. The author encourages instructors to instead abolish cheating by using strategies that reward the work process rather than the outcome, such as making clear why students are learning what they are learning, drawing on transparent design techniques, and using labour-based grading.
Chronicle of Higher Ed (Acct. Req.)
