Limited empirical research exists regarding the prevalence of academic dishonesty in the online classroom. This limited evidence supports the notion that factors contributing to academic dishonesty in the traditional classroom also apply to online courses. The purpose of this study is to explore the relationship between factors known to contribute…

The integration of online technologies in educational practice is rendering new opportunities for teaching and learning. It is known that instructors who have taught fully online courses have acquired new skills and have had the opportunity to implement novel pedagogical practices in the online environment. However, it is unclear whether direct…