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Background: Small private online courses (SPOCs) are one of the strategies to introduce the massive open online courses (MOOCs) within the university environment and to have these courses validates for academic credit. However, numerous researchers have highlighted that academic dishonesty is greatly facilitated by the online context in which SPOCs are offered. And while numerous algorithms have already been proposed, no research has been performed on how to transfer this information to instructors, so that they can intervene and decrease the prevalence of this issue. Objectives: In this article, we present a qualitative evaluation of a tool for detecting and monitoring students suspected of academic dishonesty in SPOCs in Selene, a Colombian instance of Open edX. Methods: The evaluation was carried out through semi‐structured interviews with four instructors who taught SPOCs with academic recognition at the University of Cauca. Results: The evaluation results indicated that participants found the dashboard reliable and appropriate to detect academic dishonesty behaviours in order to intervene in these cases. Implications: But interventions are difficult to systematise, need an institutional policy, and there is uncertainty about whether these interventions can actually contribute to decreasing academic dishonesty. Lay Description: What is currently known about the subject matter: There are studies that detect academic dishonesty behaviour through webcams in massive open online courses (MOOCs).There are studies based on Learning Analytics techniques for the detection of academic dishonesty behaviour in MOOCs.There are dashboards for monitoring students' learning activities in online courses. What their paper adds to this: An algorithm for real‐time detection of academic dishonesty behaviour in small private online courses (SPOCs) with academic recognition is presented.A dashboard for the visualisation of students' academic dishonesty behaviour in SPOCs is presented.A qualitative evaluation of a dashboard for the detection of academic dishonesty in SPOCs with academic recognition is presented. Implications of study findings for practitioners: Our work opens an avenue for exploration of different ways to detect and follow up on academic dishonesty in online courses.Implies that trainers should have a basic knowledge of data analysis. [ABSTRACT FROM AUTHOR]

A growing body of evidence highlights that maternal and child nutrition programmes need to extend beyond the mother–child dyad by adopting a family systems approach, particularly in the Global South. Guided by a sociocultural and community psychology understanding of health, the paper explores factors identifying grandmothers as central resources for nutrition programmes. The study was conducted in a Colombian urban periphery applying a qualitative longitudinal design (prenatal and postpartum). It is based on interviews with adolescent mothers and mothers in their 20s (n = 35 at T1; n = 21 at T2), grandmothers (n = 15 at T1; n = 12 at T2) and community/public stakeholders (n = 17). Many of the participants live in low‐income households headed by grandmothers, who adjust feeding practices to the extent of their economic capacity. Findings reveal grandmothers play a central role in decision‐making and in enabling a holistic support system for the dyad. This is defined as grandmothers' scaffolding; it covers nutrition advice, breastfeeding and infant feeding, cultural practices, caregiving and maternal mental health. The study helps build the evidence‐base for the transferability of a family systems approach to Global South regions by using sociocultural and community psychology concepts to fortify the rationale for including grandmothers in maternal and child nutrition programmes. It argues for the need to continue raising the visibility of key actors like grandmothers and for nutrition programmes to align themselves more flexibly with the needs of families experiencing poverty. [ABSTRACT FROM AUTHOR]