While it may be a function of my primary teaching area (accounting, the provision of a model answer troubles me. Sad to say, but cheating appears to be rampant in the online environment. I know I cannot stop it, but I prefer not to be an enabler of the process. When it comes to accounting problems, while it does take more time, I think it makes more sense to assist the student by addressing the point at which s/he took a wrong turn rather than simply providing the model answer. I am pleased to see some universities using algorithmic based accounting problems so that each learner in a class is completing the same problem but with different numbers. This works well with my preference for explaining how to approach the problem correctly. While the learner may still relatively easily acquire "a" correct answer, it will not necessarily be "the" correct answer for his/her problem. S/he will still have to work through the steps thereby achieving, at the very least, some understanding of the underlying concepts. Does anyone else have thoughts about how to address model answers for classes that rely heavily on computational assignments?