I am teaching Calculus 2 and 3 this semester from a common text, and a significant number of my students are handing in perfect homework assignments that are clearly copied from Chegg, et al. As homework grades are a minuscule part of their overall grade, I'm not concerned that some of them are "getting away" with this, because they'll get washed on quizzes and exams if they can't do the work.
That said, I am concerned about what cheating does to their willingness to ask good questions in class or come to office hours. Students are already hesitant to ask questions of professors, but I believe cheating on homework creates two additional roadblocks:
Students may be worried that asking questions will make it more obvious that they have no idea what they're doing, despite the fact their work looks perfect.
Students may be worried that coming to office hours will allow them to be cornered by me, since their lack of understanding will be evident in a one-on-one conversation.
While they have chosen their own path by deciding to cheat, I would like to have a better understanding of what I can do to remedy this situation. The question of the cheating itself has already been addressed in considerable detail here, but I am more interested in how best to solicit more questions from students.
Does anyone have any thoughts or experience with this situation?