umjУниверситетское управление: практика и анализUniversity Management: Practice and Analysis1999-66401999-6659Federal State Autonomous Educational Institution of Higher Education «Ural Federal University named after the first President of Russia B.N.Yeltsin»; Non-Commercial Partnership “University Management: Practice and10.15826/umpa.2023.02.009umj-1643Research ArticleУПРАВЛЕНИЕ ОБРАЗОВАТЕЛЬНЫМ ПРОЦЕССОМMANAGING EDUCATIONAL PROCESSДистанционное образование: онлайн-прокторинг как инструмент оценки результатов обученияDistance Education: Online Proctoring as a Tool for Assessing Learning Outcomeshttps://orcid.org/0000-0002-2063-4970АнтоноваН. Л.AntonovaN. L.

Антонова Наталья Леонидовна – доктор социологических наук, профессор, профессор кафедры прикладной социологии

620002, Екатеринбург, ул. Мира, 19

Natalya L. Antonova – Dr. hab. (Sociology), Professor, Department of Applied Social Studies

19 Mira str., Ekaterinburg, 620002

n.l.antonova@urfu.ruhttps://orcid.org/0000-0003-4010-8406АбрамоваС. Б.AbramovaS. B.

Абрамова Софья Борисовна – кандидат социологических наук, доцент, доцент кафедры прикладной социологии

620002, Екатеринбург, ул. Мира, 19

Sofya B. Abramova – PhD (Sociology), Associate Professor, Department of Applied Social Studies

19 Mira str., Ekaterinburg, 620002

s.b.abramova@urfu.ruУральский федеральный университет им. первого Президента России Б. Н. ЕльцинаРоссияUral Federal University named after the first President of Russia B. N. YeltsinRussian Federation202327072023272516Copyright © Антонова Н.Л., Абрамова С.Б., 20232023Антонова Н.Л., Абрамова С.Б.Antonova N.L., Abramova S.B.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.umj.ru/jour/article/view/1643

Экстренный переход образовательных организаций на дистанционное обучение в условиях пандемии актуализировал вопросы, связанные с оценкой результатов освоения дисциплин. Онлайн-прокторинг становится одним из ведущих инструментов контроля, предлагающим объективную независимую оценку соблюдения академической этики. Основной целью работы выступает анализ отношения студентов к дистанционному обучению и изучение их представлений о возможностях, недостатках и перспективах онлайн-прокторинга. Эмпирической базой пилотного исследования, проведенного весной 2021 г., стали результаты онлайн-анкетирования студентов 1–4 курсов бакалавриата, обучающихся на гуманитарных, социально-политических, естественнонаучных / технических направлениях и специальностях Уральского федерального университета (n = 200). Также был использован метод полуструктурированных интервью со студентами, имеющими опыт участия в итоговом тестировании с использованием систем онлайн-прокторинга (n = 10). Материалы исследования свидетельствуют о том, что основными трудностями, с которыми столкнулись студенты в процессе дистанционного обучения, выступают отсутствие непосредственного контакта с преподавателем, большой объем материала для самостоятельного освоения, возросшая нагрузка на здоровье, технические сбои. Несмотря на возникающие барьеры, молодое поколение успешно освоило образовательные платформы (MS Teams, Zoom, Google Meet) и получило опыт дистанционной сдачи зачетов и экзаменов. Онлайн-прокторинг сужает репертуар неформальных практик прохождения итогового контроля, при этом формируя и развивая такие личностные качества, как рисковость и предприимчивость, что связано как с низкой потребностью в освоении общеобразовательных дисциплин, так и с некачественной разработкой тестовых заданий. Проблемной зоной прокторинга выступают технические сбои при прохождении тестирования. Для дистанционного образования онлайн-прокторинг является перспективным и востребованным со стороны студентов инструментом оценки результатов обучения профессиональным и профильным дисциплинам. Отсутствие внешнего контроля становится фактором воспроизводства практик академической нечестности. Результаты исследования вносят вклад в дальнейшее развитие дистанционного обучения и онлайн-оценки качества освоения пройденных студентами дисциплин.

The educational organizations’ urgent transition to distance learning because of the pandemic has actualized the problems of assessing the results of mastering the disciplines. Online proctoring is becoming one of the leading tools for control, providing an objective independent assessment of compliance with academic ethics. The main purpose of this paper is to analyze students’ attitude towards distance learning and their ideas on the opportunities, disadvantages, and prospects of online proctoring. The pilot study conducted in the spring of 2021 was empirically based on the results of online questionnaires answered by 200 undergraduate students of various scientific specialties and humanities at Ural Federal University (1–4 years). We also used the method of semi-structured interviews with 10 students who had had an experience of a final test using online proctoring systems. The data obtained show that the main difficulties faced by students within the distance learning process are the lack of direct contact with the teacher, enormous bulks of information to be learnt independently, the increased health burden, and technical failures. Despite the emerging barriers, the young have successfully mastered the educational platforms (MS Teams, Zoom, Google Meet) and practised in passing remote credits and exams. Online proctoring narrows the chances of informal passing final exams, however forming and developing risk-taking and inventiveness among students. This can be explained both by low demand for mastering general education disciplines and by poor design of test assignments. Technical failures within testing are another problem of proctoring. For distance education, online proctoring seems a promising and in-demand tool for students to assess the results of their learning in professional disciplines. The lack of external control becomes a factor of academic dishonesty practices multiplication. The results of the study contribute to the further development of distance learning and online assessment of the quality of students’ mastering the completed disciplines.

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The authors declare that there are no conflicts of interest present.