Illuminating Integrity: Exploring College Teachers’ Approaches to Address Academic Dishonesty in Online Learning

Academic dishonesty presents a significant challenge in online learning environments, necessitating teachers’ implementation of effective approaches. This research investigated the approaches employed by college teachers to address academic dishonesty in online learning using a qualitative descriptive design. The participants were five college teachers who underwent individual interviews to gather the necessary data. Thematic analysis was employed to analyze the collected data. The findings revealed several key themes, including manual and automated plagiarism detection, establishing clear expectations, teacher-student communication, using authentic assessments, and disciplinary actions. These findings hold implications for policy and education practice by highlighting the significance of implementing effective approaches to combat academic dishonesty in online learning environments.