Unethical practices in online classes during COVID-19 pandemic: an analysis of affordances using routine activity theory

Ummaha Hazra, Asad Karim Khan Priyo
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引用次数: 1

Abstract

Purpose While online classes have enabled many universities to carry out their regular academic activities, they have also given rise to new and unanticipated ethical concerns. We focus on the “dark side” of online class settings and attempt to illuminate the ethical problems associated with them. The purpose of this study is to investigate the affordances stemming from the technology-user interaction that can result in negative outcomes. We also attempt to understand the context in which these deleterious affordances are actualized. Design/methodology/approach We obtain the data from narratives written by students at a top private university in Bangladesh about their experiences of online classes and exams and from focus group discussions with them. We use the lens of affordance theory to identify the abilities that goal-oriented actors – primarily students – obtain from the technology-user interactions, which result in negative outcomes. We also attempt to understand the contextual actualization of those affordances through the lens of Routine Activity Theory (RAT). Findings We find three deleterious affordances and three associated deviant outcomes. Non-monitorability which results in academic dishonesty, disguiseability which results in cyber-truancy, and intrudeability which results in embarrassment and harassment. Our findings reveal a deeper underlying problem with the existing educational approach in the universities of Bangladesh and suggest that there is a need to introduce more modern teaching techniques focused on issues such as student engagement and interactive learning. Originality/value To the best of our knowledge, this is the first paper that combines affordance theory with RAT to identify unethical practices observed in online class settings in the context of a least developed country like Bangladesh and to examine the environmental components that give rise to the pre-conditions for the unethical practices to surface.
COVID-19大流行期间在线课堂中的不道德行为:常规活动理论的启示分析
虽然在线课程使许多大学能够开展正常的学术活动,但它们也引起了新的和意想不到的伦理问题。我们关注在线课堂设置的“阴暗面”,并试图阐明与之相关的伦理问题。本研究的目的是调查源于技术-用户交互可能导致负面结果的启示。我们还试图理解这些有害启示实现的背景。设计/方法/方法我们从孟加拉国一所顶尖私立大学的学生所写的关于他们在线课程和考试经历的叙述以及与他们的焦点小组讨论中获得数据。我们使用功能提供理论的镜头来识别目标导向的参与者(主要是学生)从技术-用户交互中获得的能力,这些能力会导致负面结果。我们还试图通过日常活动理论(RAT)的镜头来理解这些启示的情境实现。我们发现三个有害的启示和三个相关的偏差结果。不可监控性导致学术不诚实,可伪装性导致网络逃课,可侵入性导致尴尬和骚扰。我们的研究结果揭示了孟加拉国大学现有教育方法的一个更深层次的潜在问题,并建议有必要引入更多关注学生参与和互动学习等问题的现代教学技术。原创性/价值据我们所知,这是第一篇将能力理论与RAT相结合的论文,旨在识别在孟加拉国等最不发达国家背景下在线课堂设置中观察到的不道德行为,并研究导致不道德行为出现的先决条件的环境因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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