The Relationship among Academic Dishonesty, E-learning Readiness, and Procedural Justice

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Darrin Thomas


There has been a recent growth in the use of e-learning in response to rapid changes in higher education. With this switch to online learning, there has been a growing concern over students' ethical behavior concerning academic matters. The purpose of this study was to understand the relationships between academic dishonesty (cheating on exams) and the independent variables of e-learning readiness, procedural justice (fairness in the classroom), gender, major, and class level. From a sample size of N = 112, descriptive analysis and multiple regression were employed to understand the relationship between the dependent variable of academic dishonesty and the study's other variables. Descriptive statistics found that the participants disagreed with academic dishonest behaviors; however, senior students agreed more with these behaviors when compared to freshmen. Similar differences were found in procedural justice, with freshmen perceiving the teaching as fairer compared to seniors. The relationship among the variables was weak, with only a significant relationship between academic dishonesty and procedural justice. Understanding student views of ethical behavior in the context of e-learning in a non-Western context provides an opportunity to present findings from an underrepresented group.


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