1 CHAPTER II Literature Review After knowing the background, research questions, objective and scope of the previous chapter, the research continues in chapter 2. This chapter will discuss the conceptual framework, literature review, business issues, stakeholder analysis, and problem identification. In this chapter the author discusses the related theories that will be analyzed in the conceptual framework. II.1 Problem Exploration The widespread adoption of e-learning platforms in corporate settings has yielded several benefits, such as the ability to customize learning schedules, implement scalable training programs, and access a wide range of materials. Nevertheless, the shift to digital learning has also brought other obstacles, specifically with dishonesty and misconduct. This section of the thesis examines the various aspects of dishonesty behaviour in online learning specifically in corporate environments. An analysis of both theoretical ideas and empirical investigations is conducted in order to have a thorough comprehension of the subject at hand. 2 II.2 Literature Review II.2.1 E-learning Dishonesty and Misconduct in Corporate Environment The literature on cheating in online contexts has categorized cheating tactics into various distinct groups. According to (Zhao et al., 2022), there are five categories of academic dishonesty: collusion (organized cheating with others), deception (deceptive action alone), plagiarism (copying material from a source and claiming it as one's own work), technology manipulation (using technology to manipulate opportunities), and misrepresentation (falsifying information by using materials from another individual or service). Meanwhile, (E. Smith & Clarke, 2017) categorized academic misconduct into five distinct categories. These include plagiarism, which involves using someone else's words or ideas without giving proper credit; fabrication, which entails inventing data, results, information, or numbers; falsification, which involves manipulating research, data, or results to inaccurately represent information; misrepresentation, which involves falsely portraying oneself, efforts, or abilities; and misbehaviour, which refers to actions that do not explicitly constitute misconduct but go against prevailing behavioural expectations. Recent research however, indicates that current cheating tactics are more sophisticated. Unauthorized participation with others is one of methods of cheating in virtual proctored tests. Collaboration, in this context, refers to the act of seeking assistance from someone else during an examination, despite it being prohibited (Alessio & 3 Messinger, 2021). Instances of interacting with others encompass sharing information during an evaluation using methods such as whispering, using signs or code languages, sending text messages with replies, and utilizing computerized chat platforms. Additional instances encompass observing or replicating from someone else's test and permitting others to observe or replicate from one's own test (D’Souza & Siegfeldt, 2017). Impersonation is another form of cheating. It refers to the act of having someone else take a test on one's behalf. Various writers have extensively documented impersonation, including (Alessio & Messinger, 2021), and (Chirumamilla et al., 2020).