Abstract. This study explored how online learning affects students’ academic behaviors—specifically integrity and competence—and social behaviors, such as teamwork and transcendence. Using a quantitative descriptive design, the study surveyed 374 students enrolled in an Ethics course during the first semester of the 2021–2022 academic year. A structured questionnaire distributed via Google Forms collected data on students’ experiences with online learning platforms. Results showed that Google Classroom, Google Meet, and UCU-iKonek were the most used platforms, supporting structured lessons and interaction. Students agreed that online learning positively influenced their academic integrity (mean = 3.13), competence (3.0), teamwork (3.08), and transcendence or personal growth (3.02). However, issues remained with honesty in assessments, particularly in preventing unauthorized resource use and cheating. Socially, limited interaction made peer collaboration more difficult. The study recommends using tools like plagiarism detectors, random question sets, and live proctoring to ensure fairness. It also suggests incorporating group projects, breakout sessions, and discussion-based tasks to improve teamwork and engagement. Faculty training in digital teaching strategies is also advised to maintain student motivation and support ethical behavior in online settings.

Keywords: Online learning; College students; Academic behavior, Social behavior.