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The latest trend in academia has been the rapid and large growth of online or distance learning courses. There are numerous benefits both for students as well as for the institutions. Despite the increasing reliance on this pedagogy, little research attention has focused on the potential for academic dishonesty. This study surveyed 1,262 students at a large, state‐funded university and examined the prevalence of cheating in traditional lecture courses and online courses. The findings indicate that cheating was much more prevalent in online classes compared to traditional lecture courses. Moreover, results showed significant differences based on a number of demographic variables. The paper concludes with a discussion of policy suggestions and research recommendations.
Mark M. Lanier (Thu,) studied this question.