News

Of all the things your kid could do online, homework is probably not the one that is keeping you up at night.

But with Toronto's Ryerson University expected to decide the fate of Chris Avenir today, the debate swirling around social networking has become decidedly more academic.

The 18-year-old student is facing expulsion for running a study group on Facebook, having been accused by the school's administration of cheating. The professor who charged Mr. Avenir with misconduct had asked that students not do their work together.

But Mr. Avenir, his peers and a chorus of pundits have denied the charge of cheating, arguing that the group simply helped students come together to figure out solutions to their schoolwork.

Whether or not Mr. Avenir is expelled, the case raises important questions about the Internet's role in homework.

And some believe it's the grown-ups who need to change their attitude.

"It's our responsibility not to let the technology lead us around by the nose," said Aimee Morrison, a professor of English literature at the University of Waterloo. She believes teachers need to adjust their behaviour in the face of changing technology, by finding new ways to challenge students and moving away from the homework-for-grades model.

"I don't think it's a bad thing that we have to rethink how we design assignments and assessments," she said. "How can I amend my own practices to make sure students learn?"

Instead of putting emphasis on homework assignments, Prof. Morrison believes, more weight should be given to exams or other classroom assignments that require students to demonstrate what they have learned.

Finding homework solutions online is no different than traditional cheating techniques or in-person group work, she said, and some textbooks even provide the answers.

"The hard part is how you got there," she said.

Prof. Morrison said digital study groups are a laudable way to seek out help with your homework, and she would like to see more students using social networking sites to discuss academic topics.

"I would never want to say, stop sharing, stop helping other students learn," she said. "That's ridiculous."

But young people must be taught to educate themselves responsibly online, utilizing the resources there without falling victim to their unreliability, experts say.

The Boston Public Library released a list of questions students should ask before using the Internet as a source for homework, including, "Who put the information on the Internet?", "Is the information biased? Does it only give one opinion?" and "How should you list information from the Internet on your bibliography?"

Prof. Morrison said parents should monitor how their kids use the Internet for school, asking them about their sources and having them demonstrate their logic.

"Are they just cutting and pasting stuff out of Wikipedia?" she said. "Students in today's learning environment have to make a lot more nuanced decisions about sources and practices. I think that's a good thing as long as students and educators and parents are all participating in that conversation."

But adults shouldn't assume the worst of students who rely heavily on the Internet to do their work.

At the University of Western Ontario, the school's centre for new students actually uses Facebook to help co-ordinate study groups, putting users in touch with classmates.

"We use it so they can get to know people in their classes," said Leslie Gloor Duncan, who oversees the program that began last summer.

At the top of the Facebook group is a reminder about the school's policy on academic integrity and a link to a list of academic offences. Ms. Gloor Duncan said she is clear with users that the groups are not meant as a substitute for going to class.

So far, she said, the individual class study groups, which range in size from five to 50 participants, have been used responsibly by students.

"We haven't had any questionable activity going on," she said.

"It's been more about people getting to know people in their class."