Ethical issues in online education

Anderson, Bill; Simpson, Mary

doi:10.1080/02680510701306673

Cited by 44 publications

(49 citation statements)

References 19 publications

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“…According to Anderson and Simpson (2007) and Brey (2006), many questions were raised and remained unanswered about social, cultural, and academic values and how they can be successfully transmitted through online education. Ethical issues related to academic freedom, integrity, equality, equity and diversity, examination and consent, and identity and confidentiality that may face faculty and administrators in an online teaching environment were addressed.…”

Section: Concerns and Debatementioning

confidence: 99%

Teaching Social Work in an Online Environment

Zidan

2015

Journal of Human Behavior in the Social Environment

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This article discusses the current debate surrounding online instruction (also known as distance) versus in-class social work instruction and reviews the relevant literature associated with those instructional models. The discussion specifically focuses on key issues, including the definition and growth of online education and the Blackboard revolution, and it addresses concerns about the effectiveness of teaching online compared to in-class social work instruction in areas related to students' learning outcomes and satisfaction. Literature references also suggest that factors such as demographics may be related to outcome differences between distance and traditional students, while others found no significant differences between both student populations and their learning outcomes in particular courses such as research methods courses. Even today, however, the comparisons between online and traditional courses are unsettled, and many questions remain about the appropriateness or usefulness of these models. Therefore, the debate will continue to lead to even larger disagreements between researchers and educators on both sides. The concern about the effectiveness of teaching in an online environment is still the main concern of educational models in general and of social work education in particular. Even deeper concerns are found among educators and scholars about the ethical issues surrounding the entire online education debate. DEFINITIONThe subject of online learning has been the topic of many debates over the past few years. These debates consider research that examines how this mode of education compares to the traditional learning environments or face-to-face classroom settings. Online services that employ educational technologies have become extremely popular in many fields of study, and the technological convenience removes many restrictions such as going to or attending classes at a set time (Jenkins, 2010).In the literature, the term distance education has been used interchangeably with online environment, web-based instruction, Internet-based instruction, and technology-based instructional environment, which all mean the use of the World Wide Web and advanced communication networks as a tool or even as a bridge to deliver educational and instructional materials to students (Westhuis, Ouellette, & Pfahler, 2006).In a simple definition, distance education is a formal learning based on student-teacher arrangement in an online environment, in which the student and teacher are separated by space

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Section: Concerns and Debatementioning

confidence: 99%

Teaching Social Work in an Online Environment

Zidan

2015

Journal of Human Behavior in the Social Environment

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“…Furthermore, instructors must also model social responsibility as they cultivate a community of learners who care about the subject matter as well as each other (Anderson & Simpson, 2007). When the instructors model the standards of excellence for the students and devote themselves to their students and the passion of knowledge, the students understand the importance of integrity and relationships.…”

Section: Community Of Practicementioning

confidence: 99%

“…As all the participants reflected on their growth, they paid tribute to leaders who motivated them. These leaders modeled the standards of excellence and devoted themselves to their students and the passion of knowledge and service, and the service-learning students grew in understanding the importance of integrity and relationships (Anderson & Simpson, 2007). One student shared about a service site supervisor who displayed a genuine interest in animals and humans alike at a local animal shelter.…”

Section: Site Supervisor Influencementioning

confidence: 99%

Relational Leadership: Promoting Lifelong Service and Meaningful Learning

Bair¹,

Bair²

2019

JMC

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In 2015, a university in rural Maryland offered an undergraduate service-learning leadership course, which collaborated with a service-learning community of practice. This interdisciplinary leadership course initiated and sustained personal and critical reflection and social interactions by integrating Computer-Medicated Communication (CMC) technology through Blackboard to provide support to students as they interpreted their service experiences. The design of this study was to describe the perceptions of the service-learning students' use of CMC technology to reflect on their service experience and social interactions within the service-learning community. In this descriptive case study, the in-depth content analyses of collected data from private journals and public discussions in Blackboard led to the distribution of a questionnaire to all participants and the execution of interviews regarding the participants' lived experiences. Once the participants responded, the researcher transcribed and assessed the results, coded emerging themes, and analyzed the trends. The triangulation of sources maintained the reliability of the findings, which demonstrated increased student engagement as result of social interactions and reflection in Blackboard. As the participants shared their lived experiences, they predominantly reflected on their personal growth and development, a strong community of practice, the value of relationships, and how technology enhanced their communication.

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“…7 Online discussions allow a greater range of perspectives and ideas to be dispersed to students. 8 Potential problems with this approach include technical issues such as accessibility, a trainee's level of information technology (IT) literacy, and site content and structure. Volume and unreliability of information is also an issue and trainees must learn the skills sufficient to access and use the internet effectively.…”

Section: Introductionmentioning

confidence: 99%

Development of a web-based training programme for respiratory physicians in Yorkshire

2010

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-This article describes the establishment of a web-based training programme for postgraduate respiratory trainees. A pilot survey assessed trainees' experiences of online learning. All trainees had used the internet for work-related purposes with commonly used resources being Google, national society websites and specialty journals. A modular training programme based on article review, multiple choice questions (MCQs) and a reflective feedback exercise was subsequently established and trainees' experiences reviewed at three and 15 months. Trainees found that topics covered were appropriate, contained novel information and subjectively impacted on practice. Common problems were technical difficulties accessing the site (37%) and journal articles (74%), ambiguity of MCQs and difficulty finding time during normal working hours to complete modules. Trainees felt that feedback from MCQs and discussion with colleagues and their educational supervisor were useful methods to support their learning, but did not find the self-reflection exercise helpful.

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Ethical issues in online education

Cited by 44 publications

References 19 publications

Teaching Social Work in an Online Environment

Teaching Social Work in an Online Environment

Relational Leadership: Promoting Lifelong Service and Meaningful Learning

Development of a web-based training programme for respiratory physicians in Yorkshire

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