You’re always wandering in here whining that your department has like, 300% more cheating than all the other faculties combined. That students can’t be trusted. That you need to enact absurdly involved and in some cases draconian anti-cheating measures that are the online course equivalent of the shit used in Harrison fucking Bergeron.
And despite all evidence supporting the following points I don’t want to say that you, like, a) foster an ultra-competitive, toxic environment in which students are told that if they don’t perform to a certain extroversion/fuck-everyone capitalist standard they’ll fail in life, b) all use the exact same fucking e-text, quizzes and course outline five semesters in a row without changing it a jot (or even organizing it out of the snarl of nonsense it looks like when the publishers give it to you) c) just bung the whole pre-made-by-evil-fucking-textbook-publishers-course-package into a course, flip a switch, and barely interact with your students or synthesize anything yourself. I don’t want to say any of this because I am, thank bog, not a faculty member and honestly am just glad I only rarely have to deal with you.
Look, cheating is bad. Obviously. But you might want to, you know, consider that all of the above are the reasons why your students are so terrified to fail/resentful at the lack of actual fucking teaching in return for their tuition and effort that they feel totally justified in their (extensive, low-effort) cheating? Rather than blaming it on the corrupting influence of technology, or acting like all online courses just naturally encourage cheating? Or that your students are lazy? Or that, as one of you spent fifteen minutes whinging about this morning, this is just another sign of the entitlement of the Millennial-and-beyond age brackets?
I mean. Could you? Maybe?
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