Virtual Communication and Social Networks Virtual Communication and Social Networks Виртуальная коммуникация и социальные сети 2782-4799 2782-4802 53115 10.21603/2782-4799-2022-1-3-155-160 ПСИХОЛОГИЯ И СОЦИОЛОГИЯ ВИРТУАЛЬНОЙ КОММУНИКАЦИИ И СОЦИАЛЬНЫХ СЕТЕЙ PSYCHOLOGY AND SOCIOLOGY OF VIRTUAL COMMUNICATION AND SOCIAL NETWORKS ПСИХОЛОГИЯ И СОЦИОЛОГИЯ ВИРТУАЛЬНОЙ КОММУНИКАЦИИ И СОЦИАЛЬНЫХ СЕТЕЙ Phenomenology of Digital Academic Dishonesty at University Феноменология электронного академического обмана в студенческой среде Клопкова Елизавета Александровна Klopkova Elizaveta Aleksandrovna https://orcid.org/0000-0001-8389-2275 Микляева Анастасия Владимировна Miklyaeva Anastasia Vladimirovna a.miklyaeva@gmail.com

доктор психологических наук;

doctor of psychological sciences;

 Российский государственный педагогический университет им. А. И. Герцена Санкт-Петербург Россия Herzen State Pedagogical University of Russia Saint-Petersburg Russian Federation Российский государственный педагогический университет им. А. И. Герцена Россия The Herzen State Pedagogical University of Russia Russian Federation 21 09 2022 21 09 2022 1 3 155 160 18 09 2022 28 06 2022 https://vestnik-hss.kemsu.ru/en/nauka/article/53115/view

Исследована феноменология академического обмана в студенческой среде при офлайн- и онлайн-­обучении. Cбор данных осуществлялся с помощью авторской анкеты, которая оценивала частоту встречаемости и субъективную допустимость различных ситуаций академического обмана, а также позволяла в свободной форме описать ситуации и контексты академического обмана. В исследовании приняли участие 52 студента российских вузов различных профилей подготовки 1–6 курсов 18–25 лет (15 юношей, 37 девушек). В вопросах с открытым ответом проводился контент-анализ. Полученные данные подвергались статистическому анализу с помощью G-критерия знаков и углового преобразования Фишера. Результаты показали, что в онлайн-среде самыми распространенными формами академической нечестности являются списывание на экзаменах и зачетах, использование электронной работы сокурсника как образца, имитация технических нарушений, параллельное использование возможностей Интернета и ложное указание использованных источников. Выявлено, что студенты оценивают допустимость академического обмана при онлайн-обучении выше, чем при офлайн-обучении. Результаты исследования доказывают, что академический обман при обучении онлайн имеет свою феноменологию, отличающуюся от феноменологии академического обмана при традиционном формате обучения, поэтому эта форма академического обмана требует отдельного изучения.

The article describes the phenomenology of academic dishonesty in offline and online learning. The authors developed a questionnaire to assess the occurrence of various types of cheating, students’ subjective attitude to academic dishonesty, and its context. The study involved 52 university students aged 18–25 (37 female respondents). The obtained data were subjected to statistical analysis using the G-criterion and the Fisher’s angular transformation. The content analysis consisted of questions that required an extended answer. In online environment, the most common form of academic dishonesty was cheating at exams and tests by copying a fellow student's digital work, imitating technical problems, googling for answers, and providing false references. Students treated online academic dishonesty as more acceptable than during face-to-face learning. The study proves that the phenomenology of online academic dishonesty is significantly different from its traditional variant and, therefore, requires more detailed research.

 электронный академический обман онлайн-обучение студенты вуз digital academic dishonesty online learning students university

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