scholarly journals An Examination of Factors Associated with Students’ Ethical Decision Making in Post-Secondary Online Learning

10.28945/3081 ◽  
2007 ◽  
Author(s):  
Michelle M. Ramim
Keyword(s):  
Decision Making ◽  
Technology Use ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Code Of Conduct ◽  
Academic Experience ◽  
Unethical Conduct ◽  
Post Secondary ◽  
Use Of Technology ◽  
E Learning

Technological advances and the increasing popularity of the Internet have enabled post-secondary institutions to implement e-learning technologies as a teaching environment. Students’ enrollment in e-learning courses has proliferated over the past decade. However, ethical issues with students’ conduct in e-learning courses have been raised by several scholars and were noted as a major concern. Moreover, scholars argue that students’ unethical conduct has intensified due to technology use. Ethical decision making has been associated with individuals’ conduct. Ethical decision making is grounded upon decision making theory. Various studies have linked numerous factors such as familiarity with the organization’s code of conduct, academic experience, and expertise with the use of technology with ethical decision making. Research indicates that familiarity with the organization’s code of conduct is instrumental in aiding individuals to make ethical decisions. Moreover, research suggests that academic experience and students’ expertise with the use of technology appear to contribute to students’ ethical decision making in post-secondary educational institutions.

Examining Ethical Decision Making Behavior in E-Learning Systems

2016 ◽  
Vol 4 (2) ◽  
pp. 41-56
Author(s):  
Richelle L. Oakley ◽  
Rahul Singh
Keyword(s):  
Decision Making ◽  
Ethical Behavior ◽  
Unethical Behavior ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Learning Systems ◽  
Situational Factors ◽  
The Social ◽  
E Learning ◽  
Decision Making Behavior

E-Learning has proliferated throughout the education sector in recent years. Unfortunately, an unintended and undesirable aspect of e-Learning is centered on unethical behavior exhibited by students engaged in technology-facilitated cheating. Interestingly, cheating in e-Learning systems occurs in the social context of the class. Using results from a qualitative field study, the authors investigate the socio-technical dimensions of ethical decision-making in e-Learning systems focusing on individual and situational factors. They developed propositions and provide an in-depth discussion of identified factors. Their findings provide the basis for researchers to develop testable propositions for further empirical investigations and provide insight for educators dealing with the unique challenges of the socio-technical dimensions of ethical behavior in e-Learning systems.

Using Policy to Encourage and Direct Moral Behaviors

2017 ◽  
Vol 22 (1) ◽  
pp. 38-46
Author(s):  
Michael B. Hudson
Keyword(s):  
Decision Making ◽  
Health Care Professionals ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Athletic Trainers ◽  
Code Of Conduct ◽  
Professional Behaviors ◽  
Moral Beliefs ◽  
Ethical Violations ◽  
Moral Behaviors

It can be challenging deciding how to resolve personal and professional dilemmas, and the dilemmas that athletic trainers and athletic therapists experience are no different, if not more complex, than the dilemmas other health care professionals experience. The moral behaviors individuals demonstrate with these dilemmas come from their experiences; however, moral beliefs may not always coincide with professional obligations and ethics. The purpose of this article is to examine factors that influence decision making for athletic trainers and athletic therapists to identify and describe policies for guiding moral behaviors in the workplace. These key policies include education in ethical decision making, developing a workplace code of conduct, communicating policies regarding professional behaviors, appraising accepted values and behaviors in the workplace, and investigating possible ethical violations and applying appropriate sanctions.

Two Short Case Studies in Staff Auditor and Student Ethical Decision Making

2017 ◽  
Vol 33 (1) ◽  
pp. 45-52 ◽  
Author(s):  
Christine Cheng ◽  
Renee Flasher
Keyword(s):  
Decision Making ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Ethical Dilemmas ◽  
Code Of Conduct ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objectives ◽  
Giving Voice To Values ◽  
Accounting Courses

ABSTRACT Two cases help students identify the influence that self-interest can have on ethical decision making and encourage them to practice “giving voice to values.” The learning objectives are to: (1) increase student awareness of the role of ethical fading in unethical decision making; (2) develop critical-thinking skills for ethical decision making; and (3) practice applying moral imagination to resolve ethical dilemmas. Specifically, we designed these case scenarios to develop skills in recognizing and resolving ethical dilemmas. Post-case survey responses indicate that beyond meeting the learning objectives, students personally relate to the protagonists. The cases are appropriate for graduate or undergraduate accounting courses, including capstone accounting courses, in which ethics, auditing, forensic accounting, and/or the professional code of conduct are discussed. Implementation guidance and Teaching Notes are provided to aid instructors seeking to motivate in-class discussions of the current and future ethical decisions students may face.

scholarly journals A matter of scale

2021 ◽  
Vol 3 (1) ◽  
pp. 24
Author(s):  
Louise Luff ◽  
Vickel Narayan
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Financial Reporting ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Accounting Students ◽  
Business World ◽  
New Approach ◽  
E Learning ◽  
Approach To Teaching

Teaching students ethical financial accounting practices and decision making can be complicated and challenging at good times. It requires the students to have a deep level understanding of the accounting requirements and professional values to be able to make fair and ethical judgements. However, for students who have no or little work experience making professional judgements without authentic contextual awareness and understanding may hold little significance (Mintz, 2019). Moore (2013) elaborates that for students to develop financial reporting professional judgment proficiency they need to experience practical business world scenarios and learn to question and think as a professional financial accountant. He further argues that is imperative to develop these skills as these are pre-requisites for subsequent units of study and a graduate attribute expected by professional accounting bodies and employers. In this session, we will discuss how we created an authentic and immersive case study for the students in collaboration with a professional accounting firm and other industry experts. We will discuss how authentic learning (Herrington, Reeves & Oliver, 2010) and heutagogic principles (Hase & Kenyon, 2000) were adopted in the design of the learning module to help develop critical thinking skills and understanding of connections within and implications from financial reporting professional judgements. References: Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. ultiBASE, 5(3).  Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm Herrington, J., Reeves, T. C., & Oliver, R. (2010). A guide to authentic e-learning (connecting with e-learning). New York: Routledge. Mintz, S. (2019). A new approach to teaching ethical decision making to accounting students. The CPA Journal, Online.  Retrieved fromhttps://www.cpajournal.com/2019/10/14/a-new-approach-to-teaching-ethical-decision-making-to-accounting-students/ Moore, T. (2013). Critical thinking: seven definitions in search of a concept. Studies in Higher Education, 2013, Vol. 28, No 4, 506-522.

Ethical Decision Making with Information Systems Students

2011 ◽  
Vol 1 (2) ◽  
pp. 41-53
Author(s):  
Samer Alhawari ◽  
Amine Nehari Talet
Keyword(s):  
Decision Making ◽  
Information Technology ◽  
Information Systems ◽  
Technology Use ◽  
Teaching And Learning ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Ethical Issues ◽  
Digital Piracy ◽  
Ethical Awareness

Information Technology (IT) is a new tool in education that continually changes and offers new opportunities for teaching and learning. In general, the effects of IT are complex and depend upon people’s decisions about development and use. This study investigates the ethical issues in education in terms of Information Systems students’ attitudes at Saudi universities towards digital piracy. The differences in the ethical decision-making process, ethical awareness, and intention to perform questionable acts is examined. The authors tested for differences in attitudes toward eighteen different questionable actions by using three different factors (gender, age, and university level). The measures of awareness capture the extent to which respondents felt that a particular action was unethical according to each of several ethical criteria. This work explored information technology ethics in several ways. The work analyzed whether information technology use is viewed by individuals as an ethical topic and demographic differences were explored. Significant differences were found in many cases between demographic groups based on ethical issues. These findings can be used to target and address ethical issues and enforcement in information systems curriculum.

scholarly journals Ethics as Lived Practice. Anticipatory Capacity and Ethical Decision-Making in Forensic Genetics

Genes ◽  
2021 ◽  
Vol 12 (12) ◽  
pp. 1868
Author(s):  
Matthias Wienroth ◽  
Rafaela Granja ◽  
Veronika Lipphardt ◽  
Emmanuel Nsiah Amoako ◽  
Carole McCartney
Keyword(s):  
Decision Making ◽  
Technology Use ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Scientific Practice ◽  
Forensic Genetics ◽  
Ethical Aspect ◽  
Open Communication ◽  
Forensic Practice ◽  
Starting Point

Greater scrutiny and demands for innovation and increased productivity place pressures on scientists. Forensic genetics is advancing at a rapid pace but can only do so responsibly, usefully, and acceptably within ethical and legal boundaries. We argue that such boundaries require that forensic scientists embrace ‘ethics as lived practice’. As a starting point, we critically discuss ‘thin’ ethics in forensic genetics, which lead to a myopic focus on procedures, and to seeing ‘privacy’ as the sole ethical concern and technology as a mere tool. To overcome ‘thin’ ethics in forensic genetics, we instead propose understanding ethics as an intrinsic part of the lived practice of a scientist. Therefore, we explore, within the context of three case studies of emerging forensic genetics technologies, ethical aspects of decision-making in forensic genetics research and in technology use. We discuss the creation, curation, and use of databases, and the need to engage with societal and policing contexts of forensic practice. We argue that open communication is a vital ethical aspect. Adoption of ‘ethics as lived practice’ supports the development of anticipatory capacity—empowering scientists to understand, and act within ethical and legal boundaries, incorporating the operational and societal impacts of their daily decisions, and making visible ethical decision making in scientific practice.

Examining Ethical Decision Making Behavior in E-Learning Systems

2019 ◽  
pp. 52-68
Author(s):  
Richelle L. Oakley ◽  
Rahul Singh
Keyword(s):  
Decision Making ◽  
Social Context ◽  
Ethical Behavior ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Learning Systems ◽  
Situational Factors ◽  
The Social ◽  
E Learning ◽  
Decision Making Behavior

E-Learning has proliferated throughout the education sector in recent years. Unfortunately, an unintended and undesirable aspect of e-Learning is centered on unethical behavior exhibited by students engaged in technology-facilitated cheating. Interestingly, cheating in e-Learning systems occurs in the social context of the class. Using results from a qualitative field study, the authors investigate the socio-technical dimensions of ethical decision-making in e-Learning systems focusing on individual and situational factors. They developed propositions and provide an in-depth discussion of identified factors. Their findings provide the basis for researchers to develop testable propositions for further empirical investigations and provide insight for educators dealing with the unique challenges of the socio-technical dimensions of ethical behavior in e-Learning systems.

Ethical issues

2009 ◽  
pp. 1125-1132
Keyword(s):  
Decision Making ◽  
Systematic Study ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Ethical Issues ◽  
Code Of Conduct ◽  
Professional Code ◽  
Moral Principles ◽  
Norms And Values

Ethics 1126 Ethical decision making 1128 Nursing codes 1130 Ethical issues in nursing 1131 Ethics is the systematic study of the moral principles of self-conduct. In nursing terms this translates to ‘not what we want to do but what we ought to do’ for our patients, based on our Professional Code of Conduct, norms, and values....

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