Preparing Faculty to Integrate Ethics into Online Facilitation

Preparing Faculty to Integrate Ethics into Online Facilitation

Tina J. Parscal, Peter Bemski
Copyright: © 2009 |Pages: 11
DOI: 10.4018/978-1-59904-867-3.ch017
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Abstract

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.
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Background

The comprehension, application, and synthesis framework for teaching ethical principles for online facilitation was added to the online Teaching Online Preparation (TOP) course for online faculty at a private western, Jesuit university in the United States. The TOP course is a 2-week, asynchronous online course that is facilitated by one of the researchers. The TOP course utilizes the cognitive apprenticeship framework which underscores the importance of modeling strategies and reflection (Collins, Brown, & Newman, 1989). The course is offered every 8 weeks and is preceded by an assessment process to screen potential candidates. In the assessment course, participants are asked to read the mission of the university and write an essay that addresses their perspective on the ethical principles put forward in the university mission.

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