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Student academic dishonesty is one of the most serious problems of higher education in Russia and all over the world. This problem became especially severe and widespread during a mass forced transfer to distant education followed by the Covid-19 pandemic. In this regard, it is highly demanded to find affordable measures to combat academic dishonesty, some of which can be implemented at the level of the organization of the learning process. The purpose of this study was to assess and analyze the relationship between the prevalence of passive and active pedagogical practices and academic cheating among students. Based on pieces of evidence, we hypothesized that students are more likely to cheat in conditions where their classes are organized mostly around passive educational practices such as writing down or retelling the course material. The empirical basis of this study is data gathered within the project “Monitoring of education markets and organizations” in spring 2020. Students of full-time bachelor and specialist programs of Russian higher educational institutions were surveyed. The sample includes 17 316 students from 291 Russian universities. Data analysis was carried out using a series of binary multilevel logistic regressions with the sequential addition of groups of individual and group level variables. This study was the first to show the relationship between different pedagogical practices and the risk of student cheating. The main result of this study can be considered a confirmed positive relationship between the prevalence of rewriting and retelling of the course materials during seminars (passive pedagogical practices) and student cheating. The second hypothesis about the relationship between active pedagogical practices and cheating received partial confirmation. The results of this study may be used as a base for recommendations for instructors and administrators of universities to enforce student academic integrity and reduce the prevalence of cheating among them.

In order to examine the students' point of view, whether the online exam in the subject Translation from German to Serbian can be applied as an effective way of assessment of knowledge and skills, an empirical study was conducted at the Faculty of Philology and Arts, University of Kragujevac. The online exam was carried out through Moodle by using a screen recording program instead of proctoring services. The results of the evaluation of the online exam presented in this paper are based on the results of the author's pre-study. Unlike the pilot phase described in the pre-study, the exams of the students (n=58) were graded by the examiner and a more comprehensive survey was created for the needs of the research. The survey was analysed qualitatively and quantitatively. The results show that the participants generally have a positive view of the e-exam, regardless of the grades. However, they believe that a way should be found to prevent cheating, to solve possible technical problems (e.g. the Internet, recording program, etc.) and to reduce anxiety and fear. As the most useful aspects of the online exam, they highlight the possibility of using e-dictionaries and search engines which are not available to them when they take an exam on site. Furthermore, they appreciate the fact that they have more time for proofreading and trying out different translation techniques. Based on the results, it can be concluded that the students' experience is mostly positive regarding various aspects of the implementation of the online exam during the COVID-19 pandemic and that the online exam can be recommended as an effective tool for assessing translation knowledge and skills, if e-cheating prevention measures are to be taken. [ABSTRACT FROM AUTHOR]

The article discusses the prospects of the remote format for assessing competencies through a comparative analysis with the development of classical chess, concludes that it is necessary to rethink the role and place of online testing.

The article is devoted to the study of forms of non-physical violence stated in the articles of the Special Part of the Criminal Code of the Russian Federation. The main objective is to study the issues of representing the forms of non-physical violence in criminal law, aimed at developing recommendations for improving criminal law to increase its effectiveness. The authors analyzed the provisions of the criminal legislation of Russia and the materials of judicial investigative practice, which made it possible to identify a number of shortcomings. The results led to the conclusion that the most common forms of non-physical violence are: threat, coercion, blackmail, bullying and insult. According to the authors, cheating cannot be related to the variety of violence since the phenomenon itself does not cause moral suffering to the victim, hence, a crime with this attribute is not violent. In addition, the authors conclude that not all forms of non-physical violence are reflected in the criminal law. The authors propose to consolidate the use of hypnosis as a qualifying attribute in some elements of the crime, as this will allow to resolve a number of qualification problems, and will also contribute to the correct particularisation and differentiation of punishments.

Academic dishonesty among college students is often associated with low academic motivation, which has been confirmed by multiple international findings. However, the role of academic motivation may be overestimated, as such studies do not normally control for contextual factors such as faculty and peer behavior. This study utilized the theoretical framework of Eric M. Anderman and Tamera B.Murdock to identify the factors of academic dishonesty and the self-determination theory of Edward L. Deci and Richard M. Ryan to measure academic motivation. Longitudinal data on students of four Russian universities participating in the Project 5–100 (N= 914) is used to measure the ability of academic motivation to predict academic cheating and plagiarism rates while controlling for contextual factors. Regression analysis shows that learning motivation becomes insignificant as a predictor as soon as perceived consequences and peer effects come into play. The best predictor of both plagiarism and cheating is students’ perception of contextual factors, i. e. perceived prevalence of relevant behaviors among peers. Unlike with cheating, plagiarism rates are not contingent on the probability of punishment.

The study aims to find out how plagiarism and cheating as dishonest practices correlate with personal characteristics of students (e. g. their involvement in learning and research activities) and specific features of the learning environment. The survey of university students and professors conducted as part of the 2014 Monitoring of Education Markets and Organizations provided the empirical basis for research. The impact of factors was assessed using two binary logistic regressions with response variables describing presence/absence of cheating and plagiarism experience. We show that these types of academic misconduct are not affected by whether or not the university applies formal or informal plagiarism checking techniques. Professor intolerance to cheating and willingness to take strict punitive measures appears to play a more important role in preventing academic dishonesty. Probability of using dishonest practices is also decreased by such factors as intensive preparation for classes, confidence in working in one’s field of study in the future, orientation towards the quality of education instead of its accessibility when choosing university and major.