Sonbuchner Timothy M, Lee Jacqueline, Mundorff Emily C, Santangelo Jessica R, Wei Sujun, Novick Peter A
Department of Chemistry, Adelphi University, Garden City, New York, USA.
Department of Biology, Nassau Community College, Garden City, New York, USA.
J Microbiol Biol Educ. 2022 Sep 12;23(3). doi: 10.1128/jmbe.00080-22. eCollection 2022 Dec.
The article documents faculty experiences with the shift online due to the pandemic and provides recommendations to science, technology, engineering, and mathematics (STEM) instructors. Over 100 faculty members were surveyed on these topics and contrasted with previously reported student experiences. The online shift changed how faculty administered exams, ran courses, and acted to ensure academic integrity. For example, when exams went online, 73% of faculty reported spending more time preventing cheating. Concerning academic integrity and stress, faculty and students agreed with the exception of a few notable disconnects. Students reported greater workloads in online classes, while faculty maintained that the shift online did not change student workloads. Students perceived more online cheating than faculty. Overall, there seems to be a significant disconnect regarding faculty not realizing how much their actions may encourage or discourage cheating. Few faculty (<15%) indicated that being a tough grader or having test times too short is a motivating factor, but over 55% of students reported that these motivate students to cheat. Conversely, over 60% of students reported respect for their professors discourages them from cheating, while only 37% of faculty indicated the same. Over 70% of faculty and students indicated that fear of getting caught is a deterrent to cheating. Recommendations to reconnect include (i) faculty should use the finding that the number one deterrent of cheating is fear of getting caught; and (ii) faculty should maintain students' respect by being clear or overestimating workload requirements, carefully adjusting time for online exams, and setting clear expectations with uncomplicated exam questions consistent with the material taught.
这篇文章记录了教师在疫情期间转向线上教学的经历，并为科学、技术、工程和数学（STEM）教师提供了建议。超过100名教师就这些主题接受了调查，并与之前报道的学生经历进行了对比。向线上教学的转变改变了教师管理考试、授课以及确保学术诚信的方式。例如，当考试改为线上进行时，73%的教师表示在防止作弊方面花费了更多时间。关于学术诚信和压力，教师和学生的看法基本一致，但也存在一些明显的分歧。学生表示在线课程的工作量更大，而教师则认为向线上教学的转变并没有改变学生的工作量。学生察觉到的在线作弊情况比教师更多。总体而言，教师似乎没有充分意识到他们的行为对作弊行为的鼓励或抑制程度，这方面存在显著脱节。很少有教师（<15%）表示评分严格或考试时间过短是促使学生作弊的因素，但超过55%的学生表示这些因素会促使他们作弊。相反，超过60%的学生表示对教授的尊重会阻止他们作弊，而只有37%的教师持相同看法。超过70%的教师和学生表示害怕被抓是作弊的威慑因素。重新建立联系的建议包括：（i）教师应利用“作弊的头号威慑因素是害怕被抓”这一发现；（ii）教师应明确或高估工作量要求，仔细调整在线考试时间，并通过设置与所教内容一致、不复杂的考试问题来明确期望，从而维护学生的尊重。
