The effects of assessment design on academic dishonesty, learner engagement, and certification rates in MOOCs

Background Massive Open Online Courses (MOOCs) have touted the idea of democratizing education, but soon enough, this utopian collided with reality finding sustainable business models. In addition, promise harnessing interactive and social web technologies to promote meaningful learning was only partially successful. And finally, studies demonstrated that many learners exploit anonymity feedback earn certificates unethically. Thus, establishing MOOC pedagogical models balance open access, learning, trustworthy assessment remains a challenge is crucial for field achieve its goals. Objectives This study analysed influence an model, denoted Competency Exam (CE), on learner engagement, level cheating, certification rates. At core, model separates from for-credit assessment, it introduced by MITx Biology course team in 2016. Methods We applied analytics methodology clickstream data verified (N = 559) four consecutive runs Introductory offered through edX. The analysis used novel algorithms measuring cheating which were developed previous studies. Results Conclusions On positive side, CE reduced did not reduce engagement main materials – videos formative items. negative led procrastination, rates lower. Implications First, results shed light fundamental connection between incentive design behaviour. Second, provides designers ‘analytically verified’ without compromising access. Third, our means MOOCs.