The proliferation of apps that help students cheat is seen as unavoidable (“Rampant online cheating is the dark side of remote learning,” Los Angeles Times, Oct. 24). Yet I maintain that cheating can be dramatically reduced if changes were made in how courses are taught.
At present, learning is a guessing game for students. What material is most important and will therefore be tested? As a result, students look for help in studying. But would happen if professors made it clearer exactly what students should know? I don’t mean giving them the questions beforehand. Instead, I mean stating what behaviors students will be expected to demonstrate. If that were the case, the incentive for cheating would be almost eliminated.
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