Examples and actual experiences from using an LMS in this way are presented. This paper presents best practices for time-constrained educators to use an LMS for supporting academic honesty and protecting honest students. These LMS features can rapidly be deployed to investigate suspected cases and provide solid evidence to punish academic dishonesty. University IT staff may be able to access additional LMS data if misconduct on a wider scale is suspected. The LMS reporting features can be used to research a student's access of an assignment, compare IP addresses with those of other students in the course, and check the IP address location against the likely location of the student. Time limits for completing assignments, using randomized algorithmic problems, randomizing question selection, including conceptual short answer questions, and using an online proctoring service for exams are all methods of deterrence.Īcademic misconduct can be detected through the capture of Internet Protocol (IP) addresses and time stamp activity tracking features of LMS systems. Various settings in the systems combined with strategies in designing online assignments discourage students from using unauthorized aids and hamper their ability to share answers. LMS systems also offer ways to limit students' ability to cheat on assignments. Educating students about the policies can assist instructors in deterring academic dishonesty, disproving later claims of policy ignorance, and prosecuting misconduct. The LMS can be used to prove students have received training about academic honesty standards and the sanctions for misconduct. Students can be required to sign, scan, and upload a document specifying the policies and sanctions for that course. There are various ways to use a course Learning Management System (LMS) to educate students about what constitutes academic dishonesty, school and instructor policies regarding academic dishonesty, and the sanctions that will be levied for academic dishonesty.
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