Implementation of online education pedagogy and practice has expanded rapidly at colleges and universities in recent years, most notably in response to COVID-19. This innovative teaching/learning modality provides benefits to both faculty and students through dynamic teaching/learning content, immense flexibility, and technological investments to support teaching and learning. Academic dishonesty in higher education is a persistent concern emphasized and extensively explored in traditional face-to-face courses, less so in online learning environments. The present work, drawing on a large sample of students and faculty (n=1,640) at a Midwestern university, employs an esurvey and both qualitative and quantitative responses on cheating behavior in the emergent area of online courses/online education. Results expose significant faculty and student disagreement and uncertainty about cheating behaviors in the online environment. Academic integrity is essential to fair and equitable high-quality higher education. The stakes are high to better understand the transformative shifts in academic dishonesty occurring in the online educational environment.