Abstract
Although postsecondary students’ rate of academic dishonesty has been consistent over the last 50 years, the most significant increase in cheating has been in unpermitted collaboration. Given the changing learning environments necessitated by COVID-19, this study investigates how 12 college students at a highly selective Research 1 institution view collaboration, specifically unpermitted collaboration on homework, and how their attitudes are shaped by faculty guidance or lack thereof. We conclude by discussing how both student and faculty perceptions of collaboration may be affected by the impact of COVID-19 and how academic integrity may be influenced by this impact.
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