Lived Experience of Faculty Members of Ethics in Virtual Education

Jafari, Esmaiel; Alamolhoda, Jamileh

doi:10.1007/s10758-021-09577-4

Cited by 7 publications

(3 citation statements)

References 31 publications

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“…This research aimed to propose a self-assessment guide for the quality of e-learning from accessibility. Accessibility is conceived of as an opportunity within education services and the use of ICT [36], which we started from a study referring to quality assurance in elearning to build a solid knowledge base around the subject. In particular, the proposed selfassessment guide contemplates a set of actions that can contribute to the SDGs, these being: (a) ensure access and participate fully in the university for vulnerable and disadvantaged people, including people with disabilities, indigenous peoples and people with economic difficulties, (b) providing facilities that promote and encourage inclusivity in learning [7].…”

Section: Discussionmentioning

confidence: 99%

Quality Assurance in E-Learning: A Proposal from Accessibility to Sustainability

et al. 2022

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Given the importance of developing and offering accessible education for all, indispensable aspects of education for sustainable development (ESD) are needed. This study addresses that need by proposing a quality self-assessment for virtual education from an accessibility perspective. This proposal is based on previous literature about quality assurance in e-learning that considered accessibility and its application in the field of higher education. The bibliographic review was conducted by following Multivocal Literature Review (MLR) guidelines. The initial search returned 999 items from 5 academic databases and 32,200 professional sources from Google. After reviewing the sources, 37 of them were included. Then, the accessibility criteria were identified and integrated into an evaluation model. Such a model is divided into four dimensions: (1) organization, (2) student body, (3) teaching, and (4) infrastructure. The model also includes a set of standards (16), requirements (48), and evidence (63) that apply to each dimension. Moreover, self-assessment guidelines for accessible virtual education were proposed. They included a conceptual and theoretical framework, a self-assessment model, and a methodology for applying the model. The methodology included five phases: planning, model tuning or refinement of the model, evaluation, results, and continuous improvement. As future work, the implementation and validation of the guidelines will be carried out.

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Section: Discussionmentioning

confidence: 99%

Quality Assurance in E-Learning: A Proposal from Accessibility to Sustainability

et al. 2022

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“…In research, Jafari et al concluded that virtual education justice and realization are always one of the most major mottos in the field of education (19). Kazempour et al study (20) showed that the proper use of academic culture capacity in virtual education requires to be evolved for its audience in the context and artifacts of cyber space.…”

Section: Introductionmentioning

confidence: 99%

Developing a Virtual Education Model to Promote Management Cybernetics and Strategic Intelligence in the Universities of Kermanshah Province

Bolouritabar

Eslampana

Kavyani

et al. 2023

J Clin Res Paramed Sci

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Background: Today, virtual education is viewed as a new paradigm to develop higher education to promote management cybernetics and strategic intelligence for educational managers in universities; solving these problems requires a scientific and research approach, which may help the organization with proper decisions and implementation to achieve the organizational goals. Objectives: The present research aims to develop a model for structural equations of virtual education to promote educational managers’ management cybernetics and strategic intelligence in the universities of Kermanshah Province in 2019. Methods: In terms of it is nature, the present research is exploratory; it is a qualitative-quantitative paradigm-based one. A survey technique was applied to collect data. The statistical population included 1,200 people among the educational managers of Kermanshah Province universities; a sample of 291 people was developed by the Cochran formula. The research tools included a (semi-structured) questionnaire, in the qualitative phase, McCabe’s Standard Strategic Intelligence Questionnaire (2007) and researcher-made questionnaires of virtual education and cybernetic management were used in the quantitative part. Descriptive and inferential statistics and SPSS24, Amos software were used for data analysis. Results: The results of confirmatory factor analysis show a proper fit of the designed model and its components. Also, the findings indicate that there is a significant correlation between virtual education, management cybernetics, and strategic intelligence. Conclusions: Considering the identified model and research findings that there is a correlation between research variables, it is proposed the mentioned results be included in the educational managers’ plans of academic centers to decrease managerial and decision-making challenges.

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“…More recently, faced with unprecedented challenges of the COVID 19 pandemic, educational institutions that offer virtual environments to develop or support learning extended ethical preoccupations towards privacy and security (Mystakidis et al, 2021 ). Jafari and Alamolhoda ( 2021 ) found that Faculty Members of virtual education experience ethical issues as broadly relate to academic formal socialisation aspects or to security issues.…”

Section: Introductionmentioning

confidence: 99%

Do Ethics and Values Play a Role in Virtual Education? A Study on the Perception of Students and Teachers

Piragauta

Oliveira

2022

J Acad Ethics

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Learning in virtual environments is an ethical experience. This research aimed to understand the ethical experience of a virtual learning environment from the perspective of university students and their teachers. The participants were 205 higher education students from different Spanish-speaking countries (Colombia, Argentina, Mexico, Ecuador, and Spain) and 30 teachers who acted as tutors in virtual education. The study used a design-based research method and quantitative instruments for the collection of empirical data. The data analysis showed that students and teachers perceive responsibility, commitment, and respect as values inherent to virtual education, and may have a moderately different ethical experience based on these values. With this research, we intend to contribute to a better understanding of the coexistence of human beings in virtual learning environments. We argue that it is necessary to question or rethink the pedagogical paradigms that guide virtual education, endowing them with humanity, and recognizing their ethical dimension as funda-mental. Supplementary Information The online version contains supplementary material available at 10.1007/s10805-022-09459-z.

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Lived Experience of Faculty Members of Ethics in Virtual Education

Cited by 7 publications

References 31 publications

Quality Assurance in E-Learning: A Proposal from Accessibility to Sustainability

Quality Assurance in E-Learning: A Proposal from Accessibility to Sustainability

Developing a Virtual Education Model to Promote Management Cybernetics and Strategic Intelligence in the Universities of Kermanshah Province

Do Ethics and Values Play a Role in Virtual Education? A Study on the Perception of Students and Teachers

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