<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322022000300088</article-id>
<article-id pub-id-type="doi">10.22458/ie.v24iespecial.4329</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comportamiento del estudiantado universitario ante el fraude de copia en evaluaciones, bajo modalidades de enseñanza remota de emergencia de acuerdo a los reglamentos académicos]]></article-title>
<article-title xml:lang="en"><![CDATA[The behavior of University Students Cheating in Tests Under Emergency Online Teaching Modalities by Academic Regulations]]></article-title>
<article-title xml:lang="pt"><![CDATA[Comportamento dos Estudantes Universitários diante de Cópias Fraudulentas em Avaliações, sob Modalidades de Ensino Remoto de Emergência de acordo com Regulamentos Acadêmicos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Binns Hernández]]></surname>
<given-names><![CDATA[Henry Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica  ]]></institution>
<addr-line><![CDATA[Limón ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<numero>spe1</numero>
<fpage>88</fpage>
<lpage>104</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322022000300088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322022000300088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322022000300088&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Con base a la problemática social que pueden generar los hábitos fraudulentos por parte de la población estudiantil en las aulas universitarias, se estudia acerca del comportamiento que han tenido los estudiantes universitarios con respecto a cometer prácticas de fraude asociadas a copiar en las evaluaciones, cuando se enseña bajo la modalidad en entornos de enseñanza remota de emergencia de acuerdo a los reglamentos académicos, esto desde una perspectiva de análisis a 60 estudiantes de los cursos cuantitativos de las ciencias económicas de tres de las universidades públicas de Costa Rica. El artículo se enfoca en una investigación de tipo exploratoria, la cual se desarrollará a través de un diseño de recolección de datos de naturaleza cualitativa, a través de trabajo de campo. En el contexto de la educación bajo entornos de enseñanza remota de emergencia, los datos obtenidos de la población entrevistada denotan una disminución marcada en la realización de los malos hábitos de fraude en las evaluaciones de los cursos, debido a que las personas que estudian en dichos entornos, tienen las posibilidades de poder consultar los materiales didácticos que se utilizan a lo largo de la asignatura como apoyo para la realización de las pruebas. A través de la investigación, se logra identificar los principales motivos que influyen en que los estudiantes copien en las evaluaciones académicas universitarias, analizando como los entornos de enseñanza remota de emergencia potencian que se realicen hábitos fraudulentos apoyados en los recursos tecnológicos con los que cuentan los alumnos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This work is based on the social problems that university students' fraudulent habits can generate. Also, students' behavior concerning fraudulent practices associated with cheating in evaluations while teaching under the modality in emergency online teaching environments according to academic regulation is studied. We offer an analytic perspective on 60 students of the quantitative courses of economic sciences at three public universities in Costa Rica. The article focuses on an exploratory type of research developed through a qualitative data collection design; through fieldwork. In the context of education under emergency online teaching environments, the data obtained from the population interviewed shows a marked decrease in the realization of bad habits of fraud in course evaluations. Furthermore, students in these environments have the possibility of being able to consult the didactic materials that are used throughout the course as support for carrying out the tests. Through the investigation, it is possible to identify the main reasons that influence students to cheat in university academic evaluations, analyzing how emergency online teaching environments promote fraudulent habits supported by the technological resources available to students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Com base nos problemas sociais que podem gerar hábitos fraudulentos por parte da população estudantil nas salas de aula das universidades, estudamos o comportamento dos estudantes universitários com relação ao cometimento de práticas fraudulentas associadas à cópia em avaliações, quando ensinadas sob a modalidade de ambientes de ensino remoto de emergência, de acordo com as regulamentações acadêmicas, a partir da perspectiva de uma análise de 60 estudantes de cursos quantitativos de ciências econômicas em três das Universidades Públicas da Costa Rica. O artigo enfoca um tipo exploratório de pesquisa, para o qual será desenvolvido em um projeto de coleta de dados de natureza qualitativa; através de trabalho de campo. No contexto da educação sob ambientes de aprendizado remoto de emergência, os dados obtidos da população entrevistada denotam uma acentuada diminuição no desempenho dos maus hábitos de fraude nas avaliações dos cursos; devido ao fato de que as pessoas que estudam em tais ambientes, têm a possibilidade de consultar os materiais didáticos utilizados na disciplina como apoio para a realização dos testes. Através da pesquisa, é possível identificar as principais razões que influenciam os estudantes a copiar nas avaliações acadêmicas universitárias, analisando como ambientes de ensino remoto de emergência incentivam hábitos fraudulentos apoiados pelos recursos tecnológicos disponíveis para os estudantes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[sistema de evaluación]]></kwd>
<kwd lng="es"><![CDATA[fraude académico]]></kwd>
<kwd lng="es"><![CDATA[enseñanza alternativa]]></kwd>
<kwd lng="es"><![CDATA[innovación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[evaluación sumativa]]></kwd>
<kwd lng="es"><![CDATA[estudiante universitario]]></kwd>
<kwd lng="en"><![CDATA[Assessment system]]></kwd>
<kwd lng="en"><![CDATA[academic fraud]]></kwd>
<kwd lng="en"><![CDATA[alternative teaching]]></kwd>
<kwd lng="en"><![CDATA[pedagogical innovation]]></kwd>
<kwd lng="en"><![CDATA[summative assessment]]></kwd>
<kwd lng="en"><![CDATA[university student]]></kwd>
<kwd lng="pt"><![CDATA[Sistema de avaliação]]></kwd>
<kwd lng="pt"><![CDATA[fraude acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[ensino alternativo]]></kwd>
<kwd lng="pt"><![CDATA[inovação pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[avaliação su- mativa]]></kwd>
<kwd lng="pt"><![CDATA[estudante universitário]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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