The adoption of the Web by higher education as a research tool, source of information, and now as a replacement for the classroom itself has been a two-edged sword. While students now have access to vast amounts of information sources through the Internet, it seems thai the flood gates have been opened for plagiarism from the Web. While there is no direct evidence that plagiarism is occurring more often since the introduction of the Web into classrooms, anecdotal evidence suggest this is so. Againstthis background, the credibiiity of online courses is often questioned, but this phenomenon is not restricted to the online classes only. Indeed the occurrence of plagiarism in online classes is no more evident than in the traditional classroom. While the Internet may provide the means of plagiarism for many, it is in itself not to blame. The Internet is part of a technological evolution we are experiencing in teaching which is forcing us to adopt many new paradigms. With easy access to the Internet, education is operating in a new landscape, and assessment procedures need to adapt to the landscape in order to survive. This paper represents a case study of a number of effective changes made to adapt assessment procedures to the new landscape at Victoria University, Australia.
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