An American Perspective of Ethical Misconduct in ODLS

Open and distance learning systems (ODLS) brought about immeasurable advancement in the delivery of education. Albeit all the benefits ODLS offers, there are some issues that need to be addressed. One of the most prevalent issues is the problem of persistent academic dishonesty. Much research effort has been devoted to explain why students commit acts of dishonesty, but there is limited research done on why faculty members do not take on a stronger position against it. This chapter offers cases of ODLS misconducts at an American University, the process that faculty members took to document academic dishonesty, the appeals process used by students, and the consequences of dishonesty. This chapter provides insights from faculty faced with dishonesty. It also addresses what administrators should do to support their faculty in curbing dishonesty in their institutions.

Why "Cultural Sensitivities" and "Localizations" in Global E-Learning?

This chapter examines the importance of cultural sensitivity and localization in the delivery of global e-learning. The branding, course ecology, curriculum design, instructional strategies/pedagogical approaches, multimedia builds, information handling, and direct instruction in e-learning need to fit the needs of the diverse learners. Those that offer global e-learning must consider the national, ethnic and racial backgrounds of their learners to offer customized value-added higher education. Cultural sensitivities apply to initial learner outreach and their success in the e-learning; localizations enhance the applied learning and also the transferability of the learning after the global learners graduate. Cultural sensitivities and localizations may make global e-learning more field-independent and effective because of the reliance on each learner’s local resources. A “Cultural Sensitivities and Localizations Course Analysis (CSLCA)” Tool for global e-learning has been included in the appendix.

Creating a Firewall Against Unethical Behaviours in Open and Distance Education Practice

The current process of democratizing education has inevitably led to the explosive demands by the citizens of the different countries for unrestricted admission into the conventional tertiary institutions as full time students. Unfortunately, the universities have no absorptive capacity to meet the demands due to many perennial factors. In order to meet these enormous requirements, it therefore becomes paramount for universities to restructure, re-engineer and reform. The paradigm shift therefore necessitates the repositioning of tertiary institutions in order to effect the change from “selective learning” to “lifelong learning” and from what “we offer” to what “you need” and therefore, simultaneously develop the skills of “learning to learn,” especially in their clients. Where many distance learning institutions (DLIs) have become relevant in the current dispensation is in their ability to create wider accessibility to education through the open, distance and flexible operation, which allows for learning and earning going pari-passu in meeting the needs and aspirations of their heterogeneous clientele. Paradoxically, however, the majority of the world population who are ignorant of the operation and value of distance education generally, view its products as well as its programmes, not only as useless but also as inferior when compared to those of the conventional universities. Their opaque arguments for casting aspersions on distance education institutions (DEIs) may centre on their individual doubts on the quality and massification, as well as the incidence of possible masquerading identity. Closely related to this is the general notion of whether the DEI or ODL, in any way, adhere to professional ethics or academic standards. Adherence to high academic standards, which is informed through the doggedly pursued predetermined ethics, has a predictable relationship to professional behaviour and academic integrity of the ODL, at least comparatively. Ethical principles are known indexes in organizational direction and commitments, but its lapses erode known standards in academic and research ventures, as well as the quality of community service.

Ethics Review Concerns of Canada's Distance Researchers

Ethics review of research involving humans is intended to protect human dignity by balancing harms and benefits. The foci and methods used in reviews vary nationally, but tend, as in Canada, to address core principles including free and informed consent, privacy and confidentiality, inclusiveness and fairness, and the rights of dependent subjects. Under examination in relation to the policy that governs research ethics in Canada, the Tri-Council Policy Statement (TCPS, 2005), these principles admit numerous exceptions, a fact that, as shown by a study reported here, is better understood by those actually engaged in research than those who are not. The implications of these findings, and the specific priorities of non- Canadian researchers (especially those in developing nations), are described and discussed.

Ethical Practices and Implications in Distance Education

The changing dimensions of distance education methodologies, new roles of distance teachers, and learners and use of modern communication technologies have necessitated putting ethics on the top of agenda of educational administrators, thinkers and practitioners. This chapter highlights major outcomes emerged from the research, theory, practice and discussion on different themes of distance education by various authors in their respective chapters. This chapter also highlights various themes entangled in this book.

Preparing Faculty to Integrate Ethics into Online Facilitation

This qualitative case study was designed to determine the extent to which a framework for exploring ethical principles for online facilitation is integrated into an online training course for faculty preparing to teach online. Specifically, this study examined the extent to which the principles of ethical teaching are addressed in an asynchronous faculty training course where participants complete learning activities designed to promote comprehension, application, and synthesis of ethical principles for teaching. Content analysis was performed on archived discussion forum transcripts from 18 randomly selected faculty members over a 12-month period. This chapter summarizes the ethical themes that emerged through content analysis.

Ethics in Interactions in Distance Education

This chapter presents the desirable interactions involved in teaching and learning at a distance. In these interactions, there are considerable ethical issues–notably that one’s own learner autonomy should be reduced at times in order to help others learn, to achieve the learning task, and at the same time help oneself to learn. Accordingly, learner autonomy is not an overarching goal of education. This is controversial, and this chapter deals with this issue in detail to explain that learner autonomy at best is a rough guideline, and ethically based on reasoning that autonomy should be interpreted as flexibly applied. The maxim that learner autonomy must be flexibly applied is particularly true in both cooperative group learning and in collaborative group learning in distance education where student interactions with other students constitute a major part of the education process. The ethics in interaction in distance education are extended to cover all possible interactions, especially the important interaction by the teacher to each student followed by the interactions by the student with the learning process, that can initiate the aesthetic social intrinsic motivation to lifelong learning and thus to one’s own emancipation. Accordingly, ethics are defined here as those pro-active interactions that induce the motivation to lifelong learning in all the students. Such ethics should override individualist autonomy as a goal in education.

Ethical Conundrums in Distance Education Partnerships

Launching and sustaining innovative new academic programs is typically a complex enterprise, especially distance education projects, and more particularly, such initiatives attempted by individual institutions with little or no prior experience in this arena. Inherently parochial, colleges and universities usually experiment with online courses on their own, but increasingly, as institutions engage in more ambitious efforts to develop full programs of study offered at a distance, they are recognizing, enthusiastically or reluctantly, that collaborative arrangements may make the difference between success and failure, especially for those with little expertise and few start-up resources. Partnerships are being forged between two or more higher education entities, and even more remarkably, there is growing evidence of academic institutions partnering with for-profit corporate organizations. Unfortunately, these unions too often result in more collisions than collaborations, especially when there are differing values among the parties involved. Through the presentation of selected mini-case studies representing several actual higher education-corporate partnerships, this chapter identifies and analyzes a number of ethical dilemmas, some philosophical and others practical, which should be considered by those who enter into distance education partnerships.

Using Real Case Studies to Teach Ethics Collaboratively to Library Media Teachers

Case studies provide an authentic way to teach ethical behavior through critical analysis and decisionmaking because it reveals nuanced factors in complex situations and stimulates productive discussion. Case studies also address the affective domain of learning. The creation and choice of case studies is key for optimum learning, and can reflect both the instructor’s and students’ knowledge base. Case studies are used successfully in distance education as students share their perspectives and respond to their peers’ comments. As a result of this approach, students support each other as they come to a deeper, co-constructed understanding of ethical behavior, and they link coursework and professional lives. The instructor reviews the writing to determine the degree of understanding and internalization of ethical concepts/applications, and to identify areas that need further instruction.

Market Forces in Higher Education

This chapter discusses the globalisation of education and the challenges and opportunities arising from technologies that can impact cheating behaviours in higher education students. The chapter, commencing by contextualising cheating, discusses the endemic nature of cheating and presents various reasons for and factors that may encourage students to engage in cheating. To illustrate the potential for favourable outcomes when the particular needs of a student cohort are recognised, the chapter then considers a case study that proactively changed assessment strategies in postgraduate education to forestall cheating. The positive outcomes are then used to support a proposition to offer students more than one learning pathway as a means of recognising that student populations have become increasingly diverse with a corresponding need for diversity in teaching paradigms.