This study investigated cheating behaviours, contributing factors, and strategies to enhance the integrity of assessment in an online learning context. The researchers conducted an analysis of the literature on students’ motivation to cheat in online modules and noted that there is limited research on the specific reasons why students cheat in online learning contexts. To contribute to this knowledge gap, this study set out to understand cheating in two English modules with first-year second language students, in an open distance and e-learning institution in South Africa. The purpose of this study is (1) to investigate why students cheat in their online assessments, (2) to explore the contributing factors of cheating behaviours, and (3) to determine strategies to minimise cheating. Using qualitative methods such as focus group discussions with students, evaluation questions with markers, and one-on-one interviews with lecturers, the study found that cheating is a significant issue in distance education, with students admitting to various forms of cheating in online assessments. Using the social cognitive theory of moral disengagement, the study found that cognitive mechanisms motivate students to engage in unethical behaviour such as cheating. The study recommends implementing an interactive module design, lecturer training on student support, and stringent academic integrity policies to minimise cheating. There is a need for studies that explore the impact of cheating and the effectiveness of different strategies for minimising cheating and enhancing integrity in online assessment.

这项研究调查了作弊行为、影响因素以及提高在线学习环境中评估完整性的策略。研究人员对有关学生在在线模块中作弊动机的文献进行了分析，并指出，对于学生在在线学习环境中作弊的具体原因的研究有限。为了弥补这一知识差距，本研究旨在了解南非一所开放远程电子学习机构中第二语言一年级学生的两个英语模块中的作弊情况。本研究的目的是（1）调查学生在线评估中作弊的原因，（2）探索作弊行为的影响因素，以及（3）确定尽量减少作弊的策略。研究通过与学生进行焦点小组讨论、标记评估问题以及与讲师一对一访谈等定性方法，发现作弊是远程教育中的一个重要问题，学生承认在在线评估中存在各种形式的作弊行为。研究利用道德脱离的社会认知理论发现，认知机制会促使学生从事作弊等不道德行为。该研究建议实施交互式模块设计、对学生支持的讲师培训以及严格的学术诚信政策，以最大限度地减少作弊。需要进行研究来探索作弊的影响以及减少在线评估中作弊和增强诚信的不同策略的有效性。