Ethical Issues in Web-Based Learning

Ethical Issues in Web-Based Learning

Joan D. McMahon (Towson University, USA)
Copyright: © 2009 |Pages: 7
DOI: 10.4018/978-1-60566-022-6.ch047
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Abstract

If you were to survey course syllabi on your campus, you would probably find the standard syllabi to include: • Course title and number • Instructor’s name and contact information • Course objectives • A list of required and recommended readings/ materials • A detailed outline of the topics for consideration • Detailed descriptions of assignments and due dates • Percentage of final grade • A schedule of topics by date You would also find a campus curriculum or departmental committee that initially approves such courses. Once the course is approved, it is not usually subject to review or scrutiny by the campus, unless the department requests a course change. Meanwhile, faculty who teach the course change the syllabus at will based on new material in their discipline, changes in textbooks, and so forth. This is encouraged so that the students get the most up-to-date information in the discipline. If faculty switch courses, retire, or resign, then their syllabus is passed on to the successor to revise, again at will. There seems to be little or no systematic accounting of the legitimacy of the course originally approved to the course now taught. Department chairs are supposed to do this. Many take their responsibility for quality control seriously; many others delegate this to their capable administrative assistant who may not know enough about the subtleties of the curriculum to have recognized that an inconsistency exists.
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Top

Introduction

If you were to survey course syllabi on your campus, you would probably find the standard syllabi to include:

  • Course title and number

  • Instructor’s name and contact information

  • Course objectives

  • A list of required and recommended readings/materials

  • A detailed outline of the topics for consideration

  • Detailed descriptions of assignments and due dates

  • Percentage of final grade

  • A schedule of topics by date

You would also find a campus curriculum or departmental committee that initially approves such courses. Once the course is approved, it is not usually subject to review or scrutiny by the campus, unless the department requests a course change.

Meanwhile, faculty who teach the course change the syllabus at will based on new material in their discipline, changes in textbooks, and so forth. This is encouraged so that the students get the most up-to-date information in the discipline.

If faculty switch courses, retire, or resign, then their syllabus is passed on to the successor to revise, again at will. There seems to be little or no systematic accounting of the legitimacy of the course originally approved to the course now taught. Department chairs are supposed to do this. Many take their responsibility for quality control seriously; many others delegate this to their capable administrative assistant who may not know enough about the subtleties of the curriculum to have recognized that an inconsistency exists.

Top

What Is The Overall Ethical Problem?

The problem is that course information is now being posted to the Web, thus creating problems with values, rights, and professional responsibilities specifically in curricular quality control, advising, intellectual property rights, and succession planning (University of Washington, 1996).

What is the harm in not having quality control in developing and posting courses on the Web? This is best addressed through a series of questions about rights and values, and is illustrated in Figure 1.

  • 1.

    Has the delivery mode of the Web changed the approved course’s integrity? How does faculty pedagogical style affect course integrity? Has the course changed from the campus’s officially approved version? What is the professional responsibility of the faculty and the department in keeping courses current and still protecting curriculum integrity? How does one handle and value course updates without changing the course? This is a departmental problem.

  • 2.

    Do students have the right to get what they “pay” for? From an advising perspective, does the course reflect what is “advertised” in the campus catalog so that those seeking credit for the course elsewhere are assured that the course description in the official catalog is the same course taught or desired? This is an institutional problem.

  • 3.

    How are the intellectual property rights of the faculty valued and protected by posting course material on the Web? This is an institutional problem.

  • 4.

    How will successive faculty comply with the course integrity whether they put their material on the Web or not? This is a departmental problem.

    Figure 1.

    Curricular quality control

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Table of Contents
Preface
Rocci Luppicini, Rebecca Adell
Acknowledgment
Rocci Luppicini, Rebecca Adell
Chapter 1
Rocci Luppicini
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Chapter 4
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Chapter 8
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Chapter 9
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Chapter 12
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Chapter 13
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Chapter 14
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Chapter 15
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Chapter 16
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Chapter 17
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Chapter 18
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Chapter 19
May Thorseth
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Chapter 20
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Chapter 21
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Chapter 22
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Chapter 23
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Chapter 24
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Chapter 25
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Chapter 26
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Chapter 27
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Chapter 28
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Chapter 29
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Chapter 30
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Chapter 32
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Chapter 33
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Chapter 35
Cyber Identity Theft  (pages 542-557)
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Chapter 36
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Chapter 38
Spyware  (pages 593-608)
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Chapter 39
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Chapter 40
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Chapter 41
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Chapter 42
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Chapter 45
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Chapter 47
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Chapter 48
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Chapter 49
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Chapter 50
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