Heiser, Eric A., authorAnderson, Sharon, advisorHall, Bruce, committee memberKaiser, Leann, committee memberMcKelfresh, David, committee member2007-01-032007-01-032014http://hdl.handle.net/10217/83776Academic dishonesty has been an issue in education for many years (McCabe, 2001). As online education becomes more prevalent, the belief among faculty is that more acts of academic dishonesty are occurring in online courses rather than in face to face or on campus courses (Burke, 1997). However, little is known about how students understand and discuss acts of academic dishonesty in the online learning environment.The purpose of this study was to explore the lived experiences of students at a Western United States Community College as it relates to acts of academic dishonesty in the online learning environment. The research question that formed the basis of this study was: What are the lived experiences of community college students at a Western United States Community College as they relate to acts of academic dishonesty in an online course?The research method for this study was interpretative phenomenological analysis, IPA. Seven participants were interviewed. Through the analysis of the interviews the following themes emerged addressing the research question: 1. Online Learning is Convenient Yet Less Beneficial; 2. Diverse Experiences with Acts of Academic Dishonesty; 3. Academic Dishonesty Means Cheating; 4. Heard About Academic Dishonesty in High School; 5. Reasons Given for Committing Acts of Academic Dishonesty; 6. Student Engagement Determined Acts of Academic Dishonesty.born digitaldoctoral dissertationsengCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.studentsacademiccheatingcollegecommunitydishonestyText