The Covid-19 pandemic that entered our lives suddenly in 2020 compelled higher education systems throughout the world to transfer to online learning, including online evaluation. A severe problem of online evaluation is that it enables various technological possibilities that facilitate students' unethical behaviors. The research aimed to investigate these behaviors, as well as the reasons for their appearance, as practiced in exams held for the first time during the Covid-19 pandemic, and to elicit students' and lecturers' perceptions of students' academic dishonesty (AD) during this period. The sample included 81 students and 50 lecturers from several Israeli colleges and universities. The findings expand extant knowledge on academic dishonesty, identifying significant differences between the perceptions of students and lecturers concerning attitudes towards online exams and the reasons for dishonest behaviors. The findings among the students also indicate that younger students and Arab students tended to cheat more in online exams. Moreover, the findings indicated a lack of mutual trust between students and lecturers with regard to academic dishonesty, a deep distrust that will probably continue even after the Covid-19 crisis. This last finding should be a cause of concern for higher education policy-makers, affecting future policies for improving lecturer-student relations, especially during crises. Recommendations are proposed for addressing academic dishonesty in exams in general and during the pandemic in particular.

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Two Sides of the Coin: Lack of Academic Integrity in Exams During the Corona Pandemic, Students' and Lecturers' Perceptions.

Since the implementation of online learning in various countries in the world, all educational institutions have made new learning adjustments. Universities are educational institutions that have also changed the online learning system. but online learning has an impact on academic ethical behavior. 
Purpose. the aims of this study is to determine the behavior of academic dishonesty when online learning is applied, besides that it also examines the strategies of nursing students majoring in academic dishonesty.
Materials and methods. 150 college students participated in filling out an online academic dishonesty questionnaire and we randomly selected 5 nursing students to participate in a focus group discussion to discuss their dishonest behavior during online learning.
Results. Our research shows that academic dishonesty behavior in the form of collaboration is common in online learning. In the process, student learning has strategies for committing academic fraud in various ways, including by downloading a friend’s answer file in the online system by logging in using a standard username and password that is not changed by students. In addition, the student chose to behave dishonestly by imitating his friend’s work by simply changing the name rather than trying to answer the question. and take advantage of the whatsapp group application to collaborate in cheating.
Conclusions. Collaboration in academic dishonesty predominates: one way is by collaborating in online groups to cooperate with each other illegally. We describe several other forms in detail and discuss them.

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“There are Always Ways to Cheat” Academic Dishonesty Strategies During Online Learning

Academic misconduct is a problem of growing concern across the tertiary education sector. While plagiarism has been the most common form of academic misconduct, the advent of software programs to detect plagiarism has seen the problem of misconduct simply mutate. As universities attempt to function in an increasingly complex environment, the factors that contribute to academic misconduct are unlikely to be easily mitigated. A multiple case study approach examined how academic misconduct is perceived in universities in in Australia, New Zealand and the United Kingdom via interviews with academics and administrators. The findings show that academic misconduct is a systemic problem that manifests in various ways and requires similarly diverse approaches to management. Greater consistency in policies and procedures, including a focus on preventative education for both staff and students, is key to managing the mutations of academic misconduct that continue to plague the higher education sector globally.

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Managing the mutations: academic misconduct Australia, New Zealand, and the UK

Background Much has been explored about academic dishonesty among nursing students. Problem Nursing students continue to engage in a variety of dishonest behaviors in the classroom and clinical settings. Concerned faculty members are seeking assistance in understanding the problem and finding suggestions for reducing students' engagement in academically dishonest behaviors. Approach Drawing on current literature, we discuss an expanded definition of academic dishonesty, explore motivating factors for students' academic dishonesty, and summarize common ways to reduce students' engagement in academically dishonest behaviors. We also provide guidance for development of policies concerning academic dishonesty. Conclusions By cultivating a learning environment that promotes honesty and integrity, rather than waiting until a dishonest act occurs to take action, the likelihood is lower that students will engage in academically dishonest behaviors.

Academic Dishonesty Among Nursing Students: A Contemporary View

Registered nurses understanding of academic honesty and the perceived relationship to professional conduct: Findings from a cross-sectional survey conducted in Southeast Asia.

Panagiota Krania

Papers

Reasons for academic dishonesty during examinations among nursing students: Cross-sectional survey.