Perceptions of Academic Honesty in Online vs. Face-to-Face Classrooms

Michael Spaulding
The University of Tennessee – Martin


As online instruction continues to evolve, instructors continue to struggle with the perceived growing problem of academic dishonesty. This study will expand the literature regarding academic integrity, particularly in the online learning environment by examining student perceptions of academic integrity related to both online and face-to-face course formats. A survey was administered which measured the frequency students participated in academic misconduct and the instances in which students believed other students participated in academic misconduct. This study involved two research questions: 1) Do differences exist between online vs. face-to-face students’ perception of the academic integrity of their own behavior based on course type? 2) Do differences exist between online and face-to-face students’ perceptions of other students’ behavior based on course type.

About the Author(s)...

Michael Spaulding is an Assistant Professor at the University of Tennessee at Martin where he teaches courses in technology integration. He holds an Ed.D. in Instructional Design and Technology from the University of Memphis and a M.S. in Teaching from the University of Tennessee at Martin. His research interests include technology integration in the k12 classroom. Dr. Spaulding may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..

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