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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/25

Title: Analysis of institutional level identity control strategies in distance education environment
Authors: Amigud, Alexander
Supervisor(s): Anderson, Terry (Centre for Distance Education, Athabasca University)
Examining Committee: McGreal, Rory (Centre for Distance Education, Athabasca University)
Zabudsky, Jeff (Sheridan College)
Degree: M.Ed.(DE)
Department: Centre for Distance Education
Keywords: Identity control
Academic integrity
Remote proctoring
Issue Date: 28-Mar-2013
Abstract: Physical separation of students and instructors creates the gap of anonymity. The ability of academic institutions to authenticate students and their academic work at various points during a course is necessary for preserving not only the perceived credibility but also for public safety. This study examines the question of what measures universities with large distance education programs employ to align identity of learners with the academic work they do, as well as examines effectiveness, challenges and barriers to their implementation. The research is undertaken using a multiple case approach and analyzes survey data collected from academic administrators at five officially accredited post secondary institutions in three countries. They are: Athabasca University, Open University UK, Penn State University World Campus, University of Maryland University College and eConcordia– Concordia University's distance learning facility. This study is not an exhaustive attempt to examine all aspect of academic integrity, but rather to create awareness about various learner authentication strategies and also outline challenges and advantages that these measure entail. This study confirms that secure learner authentication in distance education environment is possible. A combination of technology and administrative procedures may facilitate a secure testing environment. Furthermore, with greater pressure to enhance security of learner authentication, the openness of open learning is challenged and may change as we know it.
Graduation Date: May-2013
URI: http://hdl.handle.net/10791/25
Appears in Collections:Theses & Dissertations

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