Computer Ethics: Scenes from a Computer Education Department in Turkey

Computer Ethics: Scenes from a Computer Education Department in Turkey

Yavuz Akbulut (Anadolu University, Turkey), H. Ferhan Odabasi (Anadolu University, Turkey) and Abdullah Kuzu (Anadolu University, Turkey)
Copyright: © 2009 |Pages: 10
DOI: 10.4018/978-1-59904-867-3.ch018
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Abstract

This chapter focuses on academic work on computer ethics conducted at a computer education department in Turkey. The chapter starts with the conceptual framework of computer ethics followed by the colleagues at the department, and mentions some scale development and administration papers. Along with research conducted at the department, applications of these researches in departments’ courses are summarized. Then, implications of ethical practices for distance education are provided. Changes in the computing science along with those in distance education are considered to require distance education professionals to update their concepts and practices regarding integrity. Finally, future research directions, opportunities, and additional ideas regarding mentioned research and coursework are presented.
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Research

The CEIT department at Anadolu University started working on conceptual framework of computer ethics at the very beginning of the 2000s. Odabasi and Can (2002) discussed the application of ethics to computer teaching, and suggested specifications for a scale after studying with 37 undergraduate students enrolled in the BTO 408 Computer and Internet Safety course. The study classified ethical principles, firstly those involving ethical demeanors that should be demonstrated by students as well as those involving responsibilities regarding computer and laboratory use. The study finalized with the recommendation that there should be robust scales to measure unethical computer using behaviors of Turkish undergraduate students.

Fortunately, Namlu and Odabasi (2007) developed the items further, generated new items addressing several aspects of computer ethics, referred to expert opinions and produced the final version of the scale after administering it to 216 undergraduate students of computer technology. In the study, a robust factor analysis was conducted and unethical computer using behaviors of undergraduate students were classified under five categories, as intellectual property, social impact, safety and quality, net integrity and information integrity. Items in the first category, intellectual property, referred to the fact that information, unlike tangible property, was found hard to safeguard and hard to keep to one’s self (Mason, 1986). Using unlicensed software, using crack programs, providing access to licensed software without authorization, copying and selling licensed software CDs, and distributing software licenses were instances of the first factor. The second factor of the scale, social impact, involved those items which were either socially chaotic or happened in social environments. Disturbing people in the virtual environments and using computers as means of blackmail are instances of the second factor. The third factor, safety and quality, involved items that were inclined to affect safety as well as influenced the quality of job that was carried out. Sample behaviors involve deliberately damaging the hardware of public computers, deliberately sending virus e-mails, accessing other peoples’ personal computers and hacking through Internet. Items within the fourth dimension (i.e., net integrity) involved items that were corruptive for the integrity of the net, such as sending advertisement and chain mails for financial purposes. The last dimension, information integrity, involved behaviors such as misuse of information or things that disturb accessing information. Sample behaviors include plagiarizing other’s software through small changes in the interface or using someone else’s software as one’s own by getting hold of the necessary codes. The study ended with the suggestion that unethical computer using behaviors should be studied under the light of several independent variables that might affect unethical computer using behaviors of undergraduate students.

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Editorial Advisory Board
Table of Contents
Foreword
Alan Tait
Preface
Ugur Demiray, Ramesh C. Sharma
Acknowledgment
Ugur Demiray, Ramesh C. Sharma
Chapter 1
Ugur Demiray, Ramesh C. Sharma
Education is intimately connected with ethics, because holistically speaking education is more than simply passing examinations and acquiring... Sample PDF
Ethical Practices and Implications in Distance Education: An Introduction
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Chapter 2
Michael F. Beaudoin
Launching and sustaining innovative new academic programs is typically a complex enterprise, especially distance education projects, and more... Sample PDF
Ethical Conundrums in Distance Education Partnerships
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Chapter 3
Paul Kawachi
This chapter presents the desirable interactions involved in teaching and learning at a distance. In these interactions, there are considerable... Sample PDF
Ethics in Interactions in Distance Education
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Chapter 4
J. S. Dorothy, Ugur Demiray, Ramesh C. Sharma, Ashwini Kumar
In an era when the distance teaching institution, irrespective of their type, namely single mode, dual mode, mixed mode and consortium, is involved... Sample PDF
Ethics in the Ambit of Distance Education
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Chapter 5
Dele Braimoh, Jonathan Ohiorenuan Osiki
The current process of democratizing education has inevitably led to the explosive demands by the citizens of the different countries for... Sample PDF
Creating a Firewall Against Unethical Behaviours in Open and Distance Education Practice
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Chapter 6
Glenn Russell
Some of the more important ethical concerns associated with open and distance learning are not those that may be faced by learners. Instead, the... Sample PDF
Ethical Concerns with Open and Distance Learning
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Chapter 7
Deb Gearhart
Are our students prepared to use technology ethically? This is a question of concern to this author and addressed in this chapter. Experience as the... Sample PDF
Preparing Students for Ethical Use of Technology: A Case Study for Distance Education
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Chapter 8
Rocci Luppicini
There is growing recognition of the important role of conversation ethics in open and distance learning systems, particularly within online learning... Sample PDF
Conversation Ethics for Online Learning Communities
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Chapter 9
Terry D. Anderson, Heather P. Kanuka
The emergent world of network-based education creates challenges for researchers who wish to further our understanding of the opportunities and... Sample PDF
Ethical Conflicts in Research on Networked Education Contexts
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Chapter 10
Michael Sankey, Rod St. Hill
The changing nature of distance education in the higher education context is investigated in this chapter, particularly in relation to... Sample PDF
The Ethics of Designing for Multimodality: Empowering Nontraditional Learners
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Chapter 11
Shalin Hai-Jew
This chapter examines the importance of cultural sensitivity and localization in the delivery of global e-learning. The branding, course ecology... Sample PDF
Why "Cultural Sensitivities" and "Localizations" in Global E-Learning?
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Chapter 12
Ormond Simpson
The increasing multiculturalism in its society has recently encouraged the study of ethical dimensions in higher education in the UK. Distance and... Sample PDF
Open to People, Open with People: Ethical Issues in Open Learning
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Chapter 13
Chi Lo Lim
Open and distance learning systems (ODLS) brought about immeasurable advancement in the delivery of education. Albeit all the benefits ODLS offers... Sample PDF
An American Perspective of Ethical Misconduct in ODLS: Who's to Blame?
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Chapter 14
Patrick J. Fahy
Ethics review of research involving humans is intended to protect human dignity by balancing harms and benefits. The foci and methods used in... Sample PDF
Ethics Review Concerns of Canada's Distance Researchers
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Chapter 15
Judy Nagy
This chapter discusses the globalisation of education and the challenges and opportunities arising from technologies that can impact cheating... Sample PDF
Market Forces in Higher Education: Cheating and the Student-Centred Learning Paradigm
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Chapter 16
Leslie Farmer
Case studies provide an authentic way to teach ethical behavior through critical analysis and decisionmaking because it reveals nuanced factors in... Sample PDF
Using Real Case Studies to Teach Ethics Collaboratively to Library Media Teachers
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Chapter 17
Tina J. Parscal, Peter Bemski
This qualitative case study was designed to determine the extent to which a framework for exploring ethical principles for online facilitation is... Sample PDF
Preparing Faculty to Integrate Ethics into Online Facilitation
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Chapter 18
Yavuz Akbulut, H. Ferhan Odabasi, Abdullah Kuzu
This chapter focuses on academic work on computer ethics conducted at a computer education department in Turkey. The chapter starts with the... Sample PDF
Computer Ethics: Scenes from a Computer Education Department in Turkey
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Chapter 19
Donna Harper, Petra Luck
The aim of this chapter is to investigate ethical issues such as individual integrity and rights affecting online students who are Early Years... Sample PDF
Ethical Practice and Online Learning—A Contradiction? A Case Study
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Chapter 20
Carmel McNaught, David M. Kennedy
This chapter is an essay about a new ethical problem that has become apparent to us in recent years. Bilingual plagiarism is the act of passing off... Sample PDF
Bilingual Plagiarism in the Academic World
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Chapter 21
Ugur Demiray, Ramesh C. Sharma
The changing dimensions of distance education methodologies, new roles of distance teachers, and learners and use of modern communication... Sample PDF
Ethical Practices and Implications in Distance Education: Lessons Learned
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