Authors
- Kiseleva Natalia Yu. PhD in Pedagogy, Associate Professor
Annotation
The development of network technologies against the background of Covid pandemic led to a large number of university students’ turning to a distance learning format.
The study regarded mechanisms of communication between teachers and students in the digital space. Acceptance and adherence to digital ethics within of distance learning contribute to improving the corporate culture in a higher education institution. The article identified aspects of studying digital ethics in general, as well as regarded the ethical potential of distance learning among first-year students. We also identified ethical norms that appeared difficult for students to comply with. The research methods implied the use of questionnaires and interviews. We conducted a survey in Google Forms to identify the demand for technical support, the position of respondents in the online learning process and their competence in distance learning ethics. We conducted face-to-face individual interviews to gain more information about the students’ views on the distance learning ethics. Experimental study engaged 189 full-time and part-time first-year students of the Institute of Special Education
and Psychology of Moscow City University. The results confirmed that students generally have a positive attitude towards learning in a distant format, showed the fundamental importance of interaction in the digital environment, and revealed students’ ideas about digital ethics. Discussion issues are the activation of students’ activities in distance learning and their willingness to comply with certain ethical standards. The article defines the ethics of distance learning as a tool for regulating the behavior of participants of the educational process in the digital environment, as a means of increasing the efficiency of learning.
How to link insert
Kiseleva, N. Y. (2022). DISTANCE LEARNING IN UNIVERSITY: ISSUES OF DIGITAL ETHICS Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 16(2), 27. https://doi.org/10.25688/2076-9121.2022.16.2.02
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