Teaching online offers flexibility and accessibility, but it also requires intentional strategies to maintain academic integrity. Below are best practices for instructors when designing and delivering online courses and assessments.
Unless an online assessment is untimed and allows access to unlimited resources, a proctoring plan must be in place to ensure exam integrity. Instructors can require use of LockDown Browser & Respondus Monitor, both tools within UB Learns.
LockDown Browser “locks” the computer on which the student is taking the assessment. It prevents students from navigating away from the exam, opening other applications, or copying/pasting during tests. But it does not prevent students from looking up answers on another device or taking the exam with a friend.
Respondus Monitor can be used in concert with LockDown Browser. It adds webcam and AI-based proctoring by recording students’ behaviors during the exam and “flagging” any suspicious behaviors.
These tools are not difficult to implement or use, but there are some things instructors can do to make the process go more smoothly.
o Provide a practice quiz so students can test their technology before high-stakes exams.
o Remind students of system requirements and encourage them to use a reliable internet connection. Also share instructions about what to do if they lose a connection or experience technical issues.
o Clearly communicate your expectations (e.g., "Keep your face and hands visible on camera at all times.").
o Review flagged incidents thoughtfully. Look for consistent patterns rather than isolated alerts. Many flags are generated by behaviors unrelated to academic dishonesty.
o Make students aware that they will be monitored, but that any flagged behavior is reviewed by you and/or your TAs. Students cannot be reported without significant review and discussion of their behavior.
Alternatives to LockDown Browser and Respondus Monitor include “live” proctoring over Zoom (or another video tool) in real time. In this set-up, students should place their phones at an angle that will record their computer screens, faces, and hands. When any of these go out of frame, the proctor should ask the student to correct.
It is imperative to verify that the person who completes an exam is the student enrolled in the class. This is more difficult to monitor in remote instruction when faculty do not see students on a regular basis. If the exam is synchronous and proctored, instructors should:
o Require students to show their UB ID card at the start of a live proctored session to verify identity. Students should hold the ID next to their face on camera.
o If a student does not have a UB ID card, ask for another official identification card (e.g., a driver’s license or passport).
o For large classes, consider staggered check-in times or assign teaching assistants to help manage ID verification.
If the exam is completely remote (i.e., instructor is not proctoring), Respondus Monitor should be used for this purpose. Respondus Monitor has an easy startup sequence that requires students to show a photo ID to the webcam and record an environment check to demonstrate that they have no unauthorized resources available to them.
