Abstract
ABSTRACTThe development of advanced and affordable information technologies has enabled higher education institutes to instantly deliver course or training materials to its students via the Internet without any time or location limitations. At the same time, the identical technology has also empowered distance learning students with easier opportunities for academic misconduct. The purpose of this empirical study was to explore students’ learning behavior changes and academic misconduct in an undergraduate computer literacy course that adopts student-pulled online learning and a student-governed online final exam.
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