Abstract
The study aimed to enrich the national online learning context and settle the skeptical arguments regarding the student's attitude toward online examination and misconduct among them. A cross-sectional approach is used, and an online survey distributed over the sample of the study consists of 762 higher education learners in Saudi universities. The results of the study showed those positive students' attitudes toward online examination, reveals no significant differences exist on the dependent variables between the different genders and degrees, and significant differences were evident on the dependent variables related to study year and college.
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