The Ethical Character of Distance Education

Thompson, Melody M.

doi:10.4324/9781315296135-16

Cited by 4 publications

(5 citation statements)

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“…Recognizing the inevitability of a more or less profound digital transformation of higher education institutions, we automatically recognize the need to correct the professional and ethical standards in force in a traditional university (a "brick and mortar university") (for a general overview of this issue, see (Thompson, 2019)). I could identify several directions of such a correction, which is already taking place in many universities, although it is progressing at a slow pace.…”

Section: Discussionmentioning

confidence: 99%

The Digitalization Of The University And Higher Education Ethics

Prokofiev¹

2021

European Proceedings of Social and Behavioural Sciences

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The article analyzes those aspects of the university digitalization process that create difficulties for the implementation of its complex mission. Among them are a decrease in the influence of the teacher's personality on the emerging researcher or professional practitioner, the loss of creative and critical components from the learning process at the university, the erosion of the academic freedom of the university teacher, the fragmentation and hierarchization of the academic community, the tendency towards the division of universities into universities of the first and second "varieties" with the subsequent "ossification" of this division. The author of the article believes that none of the listed difficulties is fatal, although each of them should be the subject of attention of the developers of a morally grounded educational policy of the state and active "academic citizens" within the universities themselves. According to the author of the article, in the process of properly oriented and controlled by the academic community, digitalization of the university will significantly change some of the professional and ethical practices of its employees and the body of its ethical documents: declarations, codes, codes of practice, etc. These changes will affect the requirements for communication between the teacher and students in the "online classroom", the rules of collective work on the creation of massive online courses, new forms of ensuring respect for diversity, the use of educational analytics and electronic systems to maintain academic integrity.

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Section: Discussionmentioning

confidence: 99%

The Digitalization Of The University And Higher Education Ethics

Prokofiev¹

2021

European Proceedings of Social and Behavioural Sciences

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“…According to the students’ self-reports, they cheated more frequently in online tests compared with on-site ones. While cheating has always been a serious problem, technology has the potential to make it worse or better (see also Verhoef and Coetser, 2021 ); learners may use technology to cheat online, but teachers can also use technology to prevent it, such as cameras to capture students’ screens ( Bilen and Matros, 2020 ), plagiarism detection software, and remote proctoring systems. Despite the technological options for combatting cheating, arguments have also been put forward that advocate more meaningful and authentic assessment to reduce the ‘motivation to cheat’ ( IUA, 2020 : 1), as well as assessment of learning processes rather than just performance.…”

Section: Language Teaching In the Pandemicmentioning

confidence: 99%

“…Interestingly, many of the issues with online participation and assessment have been reported in literature on distance learning (e.g. Pleines, 2020;Thompson, 2018). For instance, lack of interaction in online discussion may be a reflection of motivational issues not directly related to the technology, but the technology makes these more salient than might be seen in face-to-face environments, and the underlying motivational issues, rather than the technology, are what need to be addressed.…”

Section: Dealing With Emerging Challengesmentioning

confidence: 99%

Exploring the Challenges of Technology in Language Teaching in the Aftermath of the Pandemic

Stockwell

Wang

2023

RELC Journal

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The impact of the COVID-19 pandemic has been varied, and while there was a clear upsurge in the use of technology in language and learning contexts during the worst lockdown periods, the long-term impact on technology usage remains to be seen. As has been widely noted, lockdowns forced teaching into remote modes, making technology indispensable. Many teachers found themselves struggling to use technologies with little or no experience or training, and often in spite of earlier resistance to using it. The affective barriers to using technology may have decreased somewhat, but other potential problems have arisen as well. There has generally been a narrow view about the effectiveness of technology use in language teaching and learning. During the pandemic, teaching often entailed using videoconferencing tools as a means of emulating face-to-face teaching, albeit inhibited by the limitations and the affordances of the technologies. While research into mobile learning prospered prior to the pandemic, long periods of lockdown saw them being used as little more than a backup for when other technologies experienced technical difficulties. In this paper, we discuss not only the often-cited positive effects of technology usage in language learning during COVID, but also the possible negative implications for how technology has come to be used and viewed by learners, teachers, and administrators. Suggestions for a potential way forward in this ‘aftermath’ of the pandemic are discussed, along with some guidelines for making the most of what we have learned about using technology for language learning in the future.

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“…A series of studies have focused on the challenges faced by the educational community in the context of online education (Bhise et al, 2022;Hussein et al, 2020;Jameel et al, 2020;Thompson, 2018). These are primarily challenges related to academic integrity.…”

Section: Research Problemmentioning

confidence: 99%

Modern tools for distance education: information and analytical prospectus

2023

FeD

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The article explores modern tools used in distance education, with the goal of reviewing their benefits and limitations. Relevant definitions of distance education are first discussed in the paper and after, the key provisions of the social constructivism theory in the context of education are presented. Various types of distance education tools, including communication, learning management, content creation, assessment, and artificial intelligence tools are identified in the article, and appropriate provisions of the social constructivism theory that allow for the implementation of these tools are explained. Using the theory of social constructivism as a basis, the article analyses modern distance education tools based on various parameters, including interactivity with peers, interactivity with teachers, engagement, problem-solving, and decision-making. In the article the advantages and disadvantages of using these tools are also examined, their potential to enhance communication, collaboration, and personalised learning, while also acknowledging challenges such as a lack of social interaction, technical difficulties, and pedagogical issues are highlighted. Overall, the article emphasises the need for careful design and regulation to reduce risks and overcome limitations, making distance education a valuable option for both learners and institutions. Teachers and students should work together in order to manage these challenges and take advantage of the benefits provided by these modern tools.

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The Ethical Character of Distance Education

Cited by 4 publications

References 0 publications

The Digitalization Of The University And Higher Education Ethics

The Digitalization Of The University And Higher Education Ethics

Exploring the Challenges of Technology in Language Teaching in the Aftermath of the Pandemic

Modern tools for distance education: information and analytical prospectus

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