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How Online Business School Instructors Address Academic Integrity Violations

Embry-Riddle Aeronautical University, Nelson, Darrin·2021·The Journal of Educators Online
DOI 10.9743/jeo.2021.18.3.1
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Abstract

While online learning has dramatically increased over the past few years, so have opportunities for students to cheat, plagiarize, or commit other academic integrity violations in the online learning environment. Some online instructors effectively address these issues, while others do not. The purpose of this qualitative case study was to explore how online business school instructors address academic integrity violations. To examine in what manner academic integrity issues were being addressed in the online classroom, 12 teachers at a university located in Florida were interviewed to obtain their perspectives and instructional practices regarding academic integrity online. Results indicate all participants believe it is their job to prevent academic integrity violations; however, only two instructors have reported it through school administrators, with many participants deciding to address the issue in their own classroom and not report it outside to school leadership for help addressing the issue. The importance of this study shows that most online instructors are doing what they believe is their best to address integrity violations; however, they may be promoting it by not reporting it outside of the classroom to school administration.

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Metadata

Authors
Embry-Riddle Aeronautical University, & Nelson, D.
Venue
The Journal of Educators Online
Publisher
Grand Canyon University
Published
2021
Volume
18
Issue
3
ISSN
1547-500X
DOI
10.9743/jeo.2021.18.3.1
Cited by
5
References
3

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CoChat. (2026). Citation check: How Online Business School Instructors Address Academic Integrity Violations. https://app.cochat.ai/papers/10.9743/jeo.2021.18.3.1
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Embry-Riddle Aeronautical University, & Nelson, D. (2021). How Online Business School Instructors Address Academic Integrity Violations. The Journal of Educators Online. https://doi.org/10.9743/jeo.2021.18.3.1