Academic digital etiquette: A review of Russian-language studies
DOI:
https://doi.org/10.47475/2070-0695-2025-57-3-50-59Keywords:
digital etiquette, distance education, multistatus communication, academic discourseAbstract
The present paper sets out the findings of an analysis of Russian-language publications on digital etiquette in the academic environment (hereafter referred to as 'academic digital etiquette'). The relevance of the study is related to the institutionalisation and diversity of this format of communication. Forced immersion in the digital environment necessitates a comprehensive understanding and articulation of the underlying processes, as well as the formulation of a cohesive approach to its interpretation. A total of 44 publications in the scientific electronic library e-library were analysed using a filter and keywords. The utilisation of solid sampling is complemented by the employment of conventional scientific methodologies, encompassing generalisation and systematisation. The aim of the study is to analyse and highlight the main directions of the study of digital etiquette. The obtained material was further divided into thematic groups: digital etiquette in distance education, academic digital etiquette of teachers, academic digital etiquette of learners, general issues of academic digital etiquette, private issues of academic digital etiquette. Being part of one topic, the highlighted subtopics shift the focus of the study to one of the components of academic digital communication. The need for intra-university codification of the basic principles of academic digital etiquette was identified; However, partial non-observance of the norms does not have any obvious image-destroying consequences; it was determined that academic digital etiquette can play an image-forming function of a teacher. The limitations and perspectives of the research are defined, the assumption of the necessity of actualisation is put forward, the comparison of studies conducted more than 10-15 years ago in connection with the relative formation of competences and the formed views on their functioning is made.References
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