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Preserving the integrity of student learning assessment is as much of a priority for online courses as it is for traditional face-to-face instruction. Although there is concern that academic dishonesty or ‘cheating’ might be more likely to happen in an online setting, studies comparing face-to-face and online settings have yielded mixed results (Grijalva, Nowell, Kerkvliet, 2006; Lanier, 2006; Stuber-McEwen, Wiseley, Hoggatt, 2009). Yet, a perception persists that challenges to preventing cheating are somewhat different in an online setting because faculty and students are physically separated from each other. This remoteness certainly makes it difficult to monitor various types of learning assessment activities.
