The rise of AI technology, particularly deepfake capabilities, poses significant challenges for universities offering fully online degrees. These advancements allow students to create convincing digital avatars that can mimic their physical appearance, voice, and even mannerisms, leading to concerns about academic integrity. This issue is increasingly pressing for institutions that rely on remote learning, as highlighted by a newly released briefing paper on the subject.
Professor Mollie Dollinger from Curtin University emphasizes that online degrees often lack the in-person interactions typical of traditional education. “Essentially, fully online degrees mean students will potentially never set foot on campus, so we have very few touchpoints,” she stated. The asynchronous nature of these courses, where students and instructors do not engage in real-time, heightens the risk of cheating facilitated by AI-generated avatars.
According to Dollinger, while traditional forms of cheating, such as hiring someone to complete assessments, remain prevalent, the emergence of generative AI presents a new avenue for dishonest practices. “People go to great lengths at times. There is now software where students can upload likeness, voice, mannerisms and make an avatar,” she explained. This technology undermines previously secure assessment methods, such as oral interviews.
The necessity of remote degrees for Australia’s estimated 330,000 online students further complicates the issue. Many students cannot access higher education through conventional means, making online learning a crucial option. The Universities Accord aims to achieve participation parity in higher education by 2050, reflecting the demographics of Australian society. “The only way that can happen is through online learning,” Dollinger noted.
Despite the challenges posed by AI, fully online degrees can offer educational quality comparable to traditional programs. “When done well, they can be just as good,” Dollinger stated, although she acknowledged that these programs often lack the resources necessary to reach their full potential.
Ryan Morony, a 42-year-old graduate from the University of NSW, completed his master’s in cybersecurity entirely online in August 2023. Balancing a full-time job and parenting his three children made in-person study impractical. “It wouldn’t have worked at all,” he remarked, reflecting on the flexibility online education provided.
While he acknowledged the absence of a typical social life—particularly significant for younger students—Morony believes that online study allows for tailored learning experiences. “You’re running your own race. For me, it was quite obvious that if I was to have success, I had to plan it,” he explained.
As universities grapple with the implications of AI in education, the challenge remains to maintain academic integrity while providing accessible learning opportunities. The conversation surrounding this issue is expected to evolve as technology continues to advance, prompting institutions to adapt their assessment strategies to safeguard against cheating.
