Discussion in graduate online bioethics programs

Abstract

In this paper, we explore best practices for asynchronous discussions in graduate online bioethics education. We explain that online approaches have advantages and challenges in contrast to in-person discussions. Online challenges are lack of visual or auditory cues and technical access. Advantages include extended opportunities for specific focus, thoughtful reflection, and critical review. We found no significant review of related best practices in bioethics. Our more general literature review of graduate education and online approaches, plus experience in our own bioethics graduate program, suggest provisional best practices that we detail. We reason that online graduate discussion provisionally should aim for a Bcommunity of inquiry^framework that incorporates cognitive, social, and teaching Bpresences,^as well as a learning presence. However, we also note unresolved concerns about whether the framework sufficiently addresses learning, is complete, and captures communicative functions. Drawing further on the literature, we also suggest best practices for instructor feedback to students about their discussion performance, including that remarks should be timely and specific. two courses in our graduate bioethics program illustrate how we implement discussion strategies. Finally, we review assessment strategies and suggest that embedded formative assessments in discussion (i.e., instructor feedback, rubrics, etc.) support and demonstrate deeper learning. Limitations in generalizability include that our review targets asynchronous and text-based online discussion, our program assessments do not necessarily detail best practices, student expectations and approaches could be rather particular to our program, and specific bioethics content in principle could alter best practices.

Online interprofessional education during and post the COVID-19 pandemic: a commentary

“…The advancement of information technology has made online education a possibility in most parts of the world. However, the common challenge of online education -its potential for causing a sense of isolation and disconnection with other classmates (also referred to as 'losing human touch') -remains quite high risking some students to lose interest in engaging with their course/program (Garrison, 2016;Martin & Bolliger, 2018;Stone et al, 2017). For some teachers, this might be their first time employing online education and may face difficulties in creating and facilitating an engaging, positive, and supportive online learning community for their students.…”

Online dilemma discussions as a method of enhancing moral reasoning among health and social care graduate students

“…Online ethics education, as online higher education in general, relies on group discussions. Discussion in small groups is expected to advance critical thinking and analysis skills through collective inquiry into the specific contents (Stone et al 2017 ). Group discussions of controversial moral dilemmas, called dilemma discussions, have been established as one of the effective methods in enhancing moral thinking (King and Mayhew 2002 ; Schlaefli et al 1985 ).…”

“…The method of dilemma discussion has also increasingly been implemented in online ethics education, yielding inconclusive findings (Hedayati-Mehdiabadi et al 2020 ; Huschle 2013 ; Joiner and Jones 2003 ; Özçinar 2015 ). To our knowledge, there are very few studies concerning online dilemma discussions in professional schools (Cain and Smith, 2009 ; Huschle 2013 ; Juujärvi and Pesso 2008 ), especially in graduate education (for a review of group discussions, see Stone et al 2017 ) and in working life contexts (Roche and Thoma 2017 ). Thus, there is a need to scrutinise the effect of online interventions on ethical thinking.…”

“…In our case, student experiences of diverse ethical issues represent practical knowledge, whereas professional values and ethical guidelines, and influential moral theories, represent conceptual knowledge. Compared with undergraduate education, graduate education should prepare students to develop more extensive and deep analyses of ethical issues, due to their rich experiences and the complexity of background materials (Stone et al 2017 ), including ethical theories, guidelines, reports, media debates and so forth. Furthermore, ethical theories may suggest contradicting solutions, and students need to learn to apply them in unique situations (Fletcher 1966 ).…”

“…Online group discussions can take diverse forms. They can be synchronous, asynchronous, text-based, audio, audio-visual and combinations of these (Stone et al 2017 ). In synchronous online discussions, participants are online simultaneously, i.e.…”