Faculty senate discusses Moodle and online cheating resolution

Caption of the Moodle learning management system.

[HAMMOND] On Nov. 28, the Southeastern Louisiana University faculty senate discussed online cheating prevention and the future of the Blackboard learning management system.

Dr. Martie Fellom, professor in the SELU Perfoming Arts department said, “The goal is for everyone to be teaching using Moodle by Fall of 2013.” The university began introducing Moodle to the staff and students in Fall 2011. Fellom said,“They started the pilot program last fall and I was in on that program to see the possibility. It was a very successful fall semester.”

At the meeting, Fellom addressed the faculty’s concerns of the new learning management system. “I’ve just been hearing a lot of stress from faculty about that and I’m here to give you optimism,” she said. According to Fellom, online classes may remain on Blackboard in the spring semester. She said, “For the spring semester of 2012 the majority of the classes should be taught in Moodle, and those are not necessarily the 100% online classes.”

Dr. Louise Bostic, SELU Professor of Technology spoke in place of assistant counseling professor Dr. Laura Fazio-Griffith on online cheating. “Regarding online cheating, it has become an issue for 100% online courses due to advances in technology,” Bostic said. The Faculty Senate Professional Rights and Responsibilities Committee Meeting Recommendations listed six suggestion:

“1. Faculty may provide in class exams for on-line classes, which would discourage cheating.

2. If students are truly distance students, then arrangements would need to be made by the students to find a testing facility.

3. Faculty should be aware of on-line resources for each course that they are teaching as a 100% internet course. Faculty should avail themselves of online resources for each course they teach or choose to teach as 100% internet.

4. Faculty, particularly those who teach on-line courses, should be aware of the limitations that on-line courses present, therefore developing assignments for on-line courses should reflect those differences and limitations.

5. Faculty should be aware of areas of certification or required courses for admission to a professional program and the acceptance of 100% on-line courses. Faculty should make students aware that 100% on’line courses may not count for certification or application to professional programs.

6. Use the Center for Faculty Excellenceas a resource as needed.”

The recommendations for online classes will be prepared as a resolution in January.

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