Background: During the COVID-19 pandemic, online learning has played an increasingly crucial role in the educational system. Academic dishonesty (AD) in online learning is a challenging problem that represents a complex psychological and social phenomenon for learners. However, there is a lack of comprehensive and systematic reviews of AD in online learning environments.Objectives: This study presents a systematic study of AD in online learning environments to delineate its trends and uncover potential areas for further research.Methods: We conducted this review based on various sources of evidence-based research and followed the guidelines of the PRISMA statement and procedure for selection. After the exclusion criteria were employed, 59 eligible articles were selected and then analysed in a descriptive overview. Two frameworks were identified in the structured content analysis to analyse these articles. One was the framework of Gilbert's Behaviour Engineering Model (BEM), and the other was the types of interventions for online AD, where 36 articles were analysed. Results and Conclusions:The descriptive results showed that most studies used quantitative methods and focused on students. The analysis results of influencing factors under the BEM framework showed that the category of environment support and tools accounts for the largest proportion.
The application of information technology is ubiquitous in our work and learning, and information technology causes tremendous changes to workplace learning. This systematic review aims to summarize the roles and impacts of information technology on workplace learning. This study is guided by the following three research questions: What are the characteristics and trends of the existing research on information technology in workplace learning(RQ1)? What roles does information technology play in workplace learning(RQ2)? What changes and impacts have information technology brought to workplace learning(RQ3)? We identified 60 eligible articles using the guidelines of the PRISMA procedures. To respond to RQ1, the descriptive analysis of the eligible literature has been delineated. To respond to RQ2, we conducted an in‐depth content analysis, and the roles of information technology were classified into four categories: at the organizational level, exploitative learning and explorative learning and at the individual level, learning resources and learning support. To respond to RQ3, the impacts of information technology were analyzed from both the positive and negative effects at the individual and organizational levels. Finally, we proposed an integrated framework of information technology on workplace learning.
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