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Accounting majors enrolled in business courses at two different universities were asked to complete a survey questionnaire pertaining to cheating in online business courses. Specifically, students majoring in Accounting were asked about their awareness online business courses as well as their opinions regarding the credibility of online courses and the effectiveness of different techniques that may be used to prevent cheating. Forty-six percent of students indicated that they had knowledge of students receiving help with an online exam/quiz. Overall, 75 percent of respondents indicated that the most effective technique to prevent cheating on online exams/quizzes is the use of random question generation so every exam is uniquely different. Forty-two percent of respondents disagreed with the statement “Online courses are less credible than traditional courses.” While the potential for cheating in online courses seems to be well perceived, the perception of actual cheating in online courses seems to vary considerable among the students covered in this study.

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Journal of Instructional Pedagogies



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