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When campuses across the world needed to transition to the online format due to the COVID-19 pandemic, there were many challenges educators faced, and addressing academic integrity issues were some of the most important. Certain strategies, such as online proctoring or additional software, were not available to most institutions because the expenses and training were too much to overcome. A more pedagogical and cost-effective strategy involved modifying the assessment format in a way that minimized or discouraged cheating. This paper presents strategies that effectively minimize cheating while addressing learning outcomes.
Nguyen et al. (Mon,) studied this question.