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Introduction

What is eLearning?

            The term “eLearning” came into regular use around 2000. Its precise meaning is not widely understood. The definition of eLearning can be as simple as “the delivery of a learning, training or education programme by electronic means, involving the use of a computer or electronic device”.

We tend to think of net business in terms of commercial companies—the production and exchange of goods over the Internet, but education is also a growing net enterprise. In the United States, for instance, online education or eLearning is the fastest growing sector of the higher education industry. All of the ethical dilemmas that net businesses must face are also faced by online educational programs with at least two major additions: First, the eLearning provider is faced with a host of moral challenges related to the quality of the learning outcomes; and second, the eLearning consumer faces a variety of moral challenges related to engaging in the learning process.

Ethical Issues for the E-Learner in learning

1- Adaptability Struggle.

*        Switching from traditional classroom and face to face instructor training to computer-based training in a virtual classroom makes the learning experience entirely different for students.

*        In traditional classroom while interacting with others face-to-face we get immediate feedback on inappropriate and unethical behaviors, even if it is as subtle as body language. On other hand it’s totally opposite in e-learning.

*        In using information technology in a way that could harm to others, the act feels less personal because we can’t see or hear the other person in the exchange.

2- Technical Issues

*        Many students are not provided with the high bandwidth or the strong internet connection that online courses require, and thus fail to catch up with their virtual classmates. Their weak monitors make it hard to follow the Course Management System and their learning experience becomes problematic.

*        Moreover, most of them live off campus and find it difficult to keep in tune with the technical requirements of the chosen course. Some of them don’t even own computers and seek help in Learning Resource Centers for technical assistance.

3- Computer Literacy.


 * Although students are generally tech savvy and thus able to manage computers well, lack of computer literacy is a major issue among students today.

*        Many of them cannot operate basic programs such as Microsoft Word and PowerPoint and therefore are not able to handle their files.

*         Furthermore, many students find fixing basic computer problems troublesome, as they have no knowledge in this area. However, technological proficiency is a must for following online courses, as it enables students to manage their assignments and courseware in an organized manner without struggling.

*        Basic courses in computer literacy enhance students’ knowledge in the field; having a fundamental knowledge of computer hardware would help them participate in online classes without interruptions and hindrances.

4- Moral values

*        The report goes on to note that traditionally moral values were learned at home and usually reinforced in school. We cannot count on that in e-learning.

*        Our young people are becoming psychologically distant in their interactions with others.

5. Time management

*        Time management is a difficult task for e-Learners, as online courses require a lot of time and intensive work.

*        Furthermore, whereas it is mostly adults who prefer web-based learning programs for their place and time flexibility, they rarely have the time to take the courses due to their various everyday commitments.

*         A regular schedule planner would be a significant help to these learners, as they could even set reminders for their courses and assignments.

6. Self-Motivation.

*        Self-motivation is an eLearning essential requirement; however, many online learners lack it, much to their surprise.

*        After enrolling in distance learning courses, many learners fall behind and nurture the idea of giving up, as difficulties in handling a technological medium also seem in surmountable. Students need to find the motivation to follow the new educational trends and also properly equip themselves for future challenges in their education and careers.

*        Only a positive attitude will help them overcome the challenges in eLearning; though this is hard to practice, students need to understand that it is necessary in order to reap the e- learning’s benefits in the future.

5. Academic fraud

*        This psychological distance has enabled a prevalence of academic fraud both in the way e-learning resources are applied to the traditional learning setting and in the e-learning process itself.

 Fass identified the following categories of academic fraud in the eLearning environment:

• Inappropriate assistance on examinations

• Misuse of sources on papers and projects

• Writing assistance and other inappropriate tutoring

• Misrepresentation in the collection and reporting of data

• Improper use of academic resources

• Disrespecting the work of others

• Lack of protection for human subjects in research

• Breaches of computer ethics

• Lack of adherence to copyright and copy-protection

•Providing inappropriate assistance to others

• Lack of adherence to academic regulations

6. What leads to academic fraud in eLearning is also similar to the motivation for cheating in the on-campus setting:

·        Pressure for grades

·        Anxiety in the testing environment,

·        Lack of knowledge related to academic regulations,

·        Personality characteristics

·        Lack of development of moral reasoning.

7. Some of these dynamics are accentuated in the e-learning environment by the phenomenon of psychological distance.

8. Addition, the potential for lack of knowledge of curricular regulations and the academic code of behavior is also heightened for the E-learner.

Teaching:

1. Some have argued that many colleges and universities do not adequately spell out information on academic fraud in their handbooks and catalogs, especially those provided to the e-learner.

2. Students coming from secondary education often do not understand the issues of collegiate ethics and academic integrity, especially in the eLearning environment.

3. Also, many e- Learners are coming back to the academic environment after long absences and must be reacquainted with the academic moral code.

4. It seems imperative that our eLearning institutions do three specific things to address ethics in

E-learning:

First, develop and publish a clear statement of definition regarding academic fraud in the          ELearning environment

Second, set policy that provides a specific academic moral code for students to follow

Third, incorporate ethical issues of technology and eLearning into the curriculum

Ethical Issues for the E-Teacher in Teaching and Learning

In addressing the constellation of issues on the other side of the eLearning equation, it is important to remember that the reference to “E-teacher” here is used in the broadest sense—its true meaning is the eLearning provider.

While there are certainly ethical issues that are addressed by the actual teacher in an eLearning environment, there are far more faced by the institution that is offering the eLearning opportunity. Using the term e-Teacher highlights the fact that even eLearning is fundamentally based on a human relationship, albeit a new kind of teacher-learner connection with different patterns of interaction and association.

1. the most important moral challenge for the e-teacher is maintaining the quality of the educational process.

2. As our primary example (above) indicates, there is nothing that legally prevents the offering of illegitimate degree programs that have no inherent educational value.

3. In the end this is a moral issue. It is true that accreditation processes are aimed at assisting both the provider and the consumer is sorting through these complex issues related to the minimum quality of educational offerings.

4. But even accreditation becomes a highly complicated issue for the e-learners as offerings cross accreditation and even international boundaries

5. In the end it is up to the eLearning provider to institute evaluation and assessment efforts to assure that eLearning outcomes are fully effective

6. Ethical issue for the e-Teacher is full disclosure of academic regulations and standards for

e-learners.

7. With a completely different platform of interaction between e-learner and e-teacher, the provider must be attentive to new ways of transmitting information and assuring genuine communication.

8. Publishing the academic catalog on a website may not be enough. In the process of all communication, the e-Teacher must assure that it is the actual e-learner who is in communication and that no academic fraud is being committed. This is no different from the traditional teacher-learner relationship; it is just much more complex when the relationship is at a distance.

9. Teachers who work in electronic environments encounter great challenges in terms of providing electronic content; it is not only the books and learning facilities which are important, providing a reliable network accompanied with effective software programs is vital as well; now network security and ethical issues come into the foreground (Brown, 2008).

Research

This brings us to a broad range of ethical issues related to research. Certainly one of the most significant new opportunities for academic fraud stems from undocumented or poorly documented use of on-line sources.

1. E-Teachers must be attentive to educating e-learners regarding the ethical use of Internet resources.

2. There are also a host of ethical implications regarding the use of human subjects in Internet-based research.

3. Frankel and Siang (1999) have provided a basic protocol related to the ethical and legal implications of human subject research on the Internet.

They provide two basic principles for conducting research of human subjects on the Internet:

 1.) autonomy–all subjects are to be treated with respect as autonomous agents

 2.) beneficence–researchers are obligated to maximize the benefits of the research and minimize the harms and risks to the subjects, including informed consent and protection of privacy and confidentiality.

4. Feng Chen Miao (2008), a researcher on ethics and IT in education, believes that teachers should do the following in terms of ethics:

*        Using technology fairly;

*        Effectively exploiting of technological resources;

*        Appropriate uses of technological resources;

*        Demonstrating good activities.

Conclusion

It should be acknowledged that the basic intent of eLearning is a moral good. Attempting to provide “the greatest good to the greatest number of people” is inherently an ethical task. No one could argue that it is not a moral good to make education available to those who have been deprived of it because of location or expense or other circumstance. As with other moral goods, however, there are ethical risks and vulnerabilities that must be acknowledged and addressed in the process. As eLearning becomes more widespread, so the investigation and discussion of its ethical implications must become more systematic and pervasive.

References

Ethics in eLearning Ted Brown, PhD President Martin Methodist College Pulaski, Tennessee

ELearning for Development: Using information and communications technologies to Bridge the digital divide How to Overcome 5 Common Problems Faced by Students In eLearning