Как педагогические практики связаны со списыванием среди студентов российских вузов
Аннотация
Риски снижения качества образования вследствие распространения списывания как одного из видов нечестного академического поведения существенно возросли во время массового перехода университетов в онлайн-режим обучения из-за пандемии COVID-19. Возник запрос на доступные и недорогие меры борьбы со списыванием, прежде всего такие, которые могут быть реализованы на уровне организации процесса обучения. Проведено исследование с целью оценить связь распространенности пассивных и активных педагогических практик с обращением студентов к списыванию. Эмпирическую основу исследования составили данные проекта «Мониторинг экономики образования», в рамках которого весной 2020 г. были опрошены студенты очных программ обучения в российских высших учебных заведениях. Выборку составили 17 316 студентов из 291 российского вуза. Данные проанализированы с помощью серии бинарных многоуровневых логистических регрессий с последовательным добавлением групп переменных индивидуального и группового уровня. В данном исследовании впервые оценена связь использования преподавателями российских вузов тех или иных педагогических практик с риском обращения студентов к списыванию. Подтверждена положительная взаимосвязь частоты использования переписывания и пересказывания учебных материалов (пассивных педагогических практик) с обращением студентов к списыванию. Вторая гипотеза — о связи активных педагогических практик со списыванием — получила частичное подтверждение. Полученные результаты могут быть использованы в качестве основы для рекомендаций преподавательскому составу и администрациям вузов по уменьшению распространенности списывания среди студентов.
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