Educational institutions rely on academic citizenship behaviors to construct knowledge in a responsible manner. However, they often struggle to contain the unlawful reuse of knowledge (or academic citizenship transgressions) by some learning communities. This study draws upon secondary data from two televised episodes describing contract cheating (or ghostwriting) practices prevalent among international student communities. Against this background, we have investigated emergent teaching and learning structures that have been extended to formal and informal spaces with the use of mediating technologies. Learners’ interactions in formal spaces are influenced by ongoing informal social experiences within a shared cultural context to influence learners’ agency. Building upon existing theories, we have developed an analytical lens to understand the rationale behind cheating behaviors. Citizenship behaviors are based on individual and collective perceptions of what constitutes as acceptable or unacceptable behavior. That is, learners who are low in motivation and are less engaged with learning may collude; more so, if cheating is not condemned by members belonging to their informal social spaces. Our analytical lens describes institutional, cultural, technological, social and behavioral contexts that influence learner agency.

教育机构依靠学术公民行为以负责任的方式构建知识。但是，他们经常努力遏制某些学习社区对知识的非法使用（或违反学术公民资格）。这项研究借鉴了两个电视节目中的次要数据，这些情节描述了国际学生社区中普遍存在的合同作弊（或代笔）做法。在这种背景下，我们研究了利用中介技术扩展到正式和非正式空间的新兴教学结构。在共享空间中，学习者在正式空间中的互动会受到持续不断的非正式社会经验的影响，从而影响学习者的行为能力。在现有理论的基础上，我们已经开发出一种分析透镜，以了解作弊行为的背后原因。公民行为是基于个人和集体对构成可接受或不可接受行为的看法。也就是说，学习动机低下，学习参与度较低的学习者可能会合谋。更重要的是，如果不属于其非正式社交空间的成员谴责作弊行为。我们的分析镜头描述了影响学习者代理的制度，文化，技术，社会和行为环境。如果不属于非正式社交空间的成员谴责作弊行为。我们的分析镜头描述了影响学习者代理的制度，文化，技术，社会和行为环境。如果不属于非正式社交空间的成员谴责作弊行为。我们的分析镜头描述了影响学习者代理的制度，文化，技术，社会和行为环境。