Property of Creator and Its Integrity In Distant Learning Integrity and Intellectual Property of Creators in Distance Learning
Intellectual Property in Distance Learning
The rapid expansion of online education has brought forth numerous challenges and questions surrounding intellectual property rights. As distance learning becomes increasingly prevalent, concerns about the ownership and control of digital educational materials have emerged. Faculty members, who often invest considerable time and effort in creating online course content, grapple with issues regarding their ability to edit, update, and maintain control over their creations. Moreover, there are pressing questions about whether faculty can take their developed materials with them if they move to another institution.
Educational institutions also face significant concerns about intellectual property. Developing and maintaining online courses requires substantial financial and technical resources. Many universities have developed policies stipulating that they own copyrightable materials created with significant institutional support. These policies aim to balance the needs of both the institution and the individual creators, but they often raise complex questions about ownership and control.
Traditionally, academic policies have been based on face-to-face instruction models. However, the advent of online learning has necessitated a reevaluation of these policies to address the unique aspects of digital education. Unlike traditional education, online courses may involve creators and instructors who are not the same individuals. This divergence complicates issues related to curriculum development, control, and intellectual property rights.
Creator and User of Distance Learning Courses
The dynamic between the creators and users of online course materials presents several unique challenges. For instance, the faculty member who originally develops a course might not be the same person who ultimately delivers the content to students. This separation can create issues related to course quality and content consistency. Alger (2002) highlights several critical questions that arise in such situations:
- Responsibility for Reviewing the Course: Who is responsible for ensuring the course content remains accurate and up-to-date?
- Course Originator’s Move: What happens to the course materials if the original creator leaves the institution? Can they take their work with them, or does the institution retain ownership?
- Conflict Resolution: How are disputes resolved when conflicts arise between course creators and instructors?
- Compliance with Copyright Law: Who ensures that the use of course materials complies with copyright laws, especially when materials are shared or modified?
- Fair Use Issues: What are the implications of offering such courses to non-degree-seeking students, particularly on a for-profit basis?
These questions underscore the need for clear policies and agreements regarding intellectual property in online education.
Academic Integrity Compared to Classroom Learning
Maintaining academic integrity in online learning environments presents distinct challenges compared to traditional classroom settings. Ensuring that students adhere to the same standards of honesty and rigor in online courses as they would in face-to-face courses requires thoughtful planning and implementation of safeguards.
Ensuring Academic Rigor:
To uphold academic integrity, online courses must align with learning objectives similar to those of traditional classroom courses. This includes developing clear course outcomes and designing instructional activities that promote active learning. In the absence of a direct classroom counterpart, online courses should adhere to best practices in instructional design to ensure that learning objectives are met.
Common Issues of Academic Honesty:
- Identity Verification: One of the primary concerns in online learning is ensuring that the person completing the course is indeed the registered student. The technology required to verify identity can be expensive and complex. Addressing this issue may involve implementing innovative solutions and creating assessments that are harder to cheat on, such as those requiring frequent participation or real-life application of theories.
- Plagiarism: Plagiarism is another significant concern in online education. While software tools are available to detect plagiarism, they can be time-consuming to use. Therefore, ongoing education about plagiarism and reinforcement of academic honesty throughout the course are crucial. Additionally, proctored testing, where feasible, can help maintain the integrity of high-stakes assessments. The Consortium of College Testing Centers (CCTC) offers a free referral service that facilitates proctored testing at decentralized locations across the U.S.
Designing Authentic Assessments:
Incorporating authentic performance assessments, such as projects relevant to real-world scenarios, can be more effective than traditional essay tests in evaluating student learning. These assessments help ensure that students not only understand the material but can also apply it in practical contexts.
Facilitating Faculty Support for Online Programs
Successful implementation of online programs relies heavily on gaining faculty support and addressing potential barriers. It is essential to assess both the facilitating factors and obstacles that could impact the transition to online teaching. Online and face-to-face teaching each have unique advantages and challenges. When combined effectively, they can complement each other, enhancing the overall educational experience.
By recognizing the distinct benefits and limitations of both teaching modes, educational institutions can create a balanced approach that leverages the strengths of each. The synergy between online and traditional methods can strengthen both and provide a more comprehensive learning experience.