The following are tips to help encourage honesty in online classes.

• Include a very specific statement in your syllabus about what you consider dishonest behavior in your class.  The statement should discuss the differences between collaborating with peers for group projects, discussions, and peer review, and the acts of cheating on tests, homework, and papers.
• Create very thorough and detailed assignment instructions; students are less likely have to cheat if they clearly understand what is expected of them.  It might be useful to provide samples of completed assignments that students can use as a benchmark when completing their own work.
• Larger assignments should be broken down into many smaller steps.  This has three beneficial effects; students have less procrastination since they have to turn in work on a regular cycle, students can receive feedback more quickly if they are off-track, and no single assignment will make or break their semester grade (because the larger assignment is broken down into smaller steps and interventions).
• Assignment should incorporate the student's own personal experiences; this will help ensure that students will turn in their own work rather than copying work from others.
• When offering online testing, utilize the options to randomly present each of the questions and each of the question answers.  If the questions, in a different sequence and each of their answers are listed in a different order, students will not be able to create a sheet list for the answers to the questions.
• When building online tests, create a very tight time requirements, and break up the test into smaller parts we have one part of the test for multiple-choice and true-false questions and another separate test for essay questions.   In tests for multiple-choice and true-false, the student should only be allowed 30 seconds to 1 minute to answer each question; the quiz with 30 questions should only allow the students 15 minutes to 30 minutes to complete the quiz.  Tightening of the time requirement will prevent students from looking up all the answers in their textbook or other materials.
• Consider offering students choices on how they can complete the assignment.  When students are offered options, they are more likely to pick something in which they can take more ownership and pride.