I do not know if this is one of the unpleasant consequences of online classes. Here is a typical scenario that plays out:
Students take an exam.
They complain if it is a multiple choice question or fill in the blank questions that they are not being provided partial credit for thinking through the problem and are being awarded only for the final answer which could be wrong even though the various steps leading to the answer were partially correct. Also, cheating in the exams are much higher than usual due to lack of easy proctoring mechanisms despite usage of latest online proctoring tools that seem easy to game.
If they are asked to scan and upload their answers as a pdf file along with their working, there is never ending stream of requests after grading to have their answer re-evaluated because they made some different assumption or that their answers are "partially right". I teach a math-oriented course where there is mostly only one right answer and questions are usually not susceptible to being misinterpreted. Yet, after sharing the grading key, students put the burden on the teaching assistant to consider their answers again and if possible award partial credit. Many times these turn out to be frivolous requests. Yet, it seems impossible to stop these frivolous requests to regrade and re-evaluate their entire answer scripts. Everyone involved in the grading process (the TA and me, the instructor) have limited time at our disposal especially for a large class. The fact that I am not physically meeting my students seems to have somehow encouraged students to keep pushing in pursuit of a better grade.
What are some techniques to stop this unhealthy habit? The TA and I spend sufficient time and effort to ensure that we are consistent in our grading across the entire class, but beyond a stage it is impossible to fine tune our grading to differentiate between different shades of wrong answers.