Rules, Principles, Methods, Advantages and Disadvantages of Online Learning - Research Paper Example

? Ethics of online learning Online learning is the new education that is sweeping the educational industry by storm. No longer are students, traditional and non-traditional, flocking college campuses in droves for a prestigious education. The demand for more online classes and more non-traditional online classes is soaring. How safe is the average learner online in terms of fraud? Ethics of online learning Introduction Education plays a vital role in the personal development of individual and the general society. Online education refers to a system of education whereby the learner is autonomous in learning and is separated from the instructor by time and space. The history of online education stems from the growth of modern communication technologies such as the internet that have enabled the students to learn at their pace (Bill & Mary, 2007, p 122). The topic is important since online education presents certain ethical challenges that may hinder the quality of education. The topic is essential in my career as a mathematics teacher since students expect educational content that will enable them meet their learning objectives (Bill & Mary, 2007, p126). In addition, learners need more explanation on complex mathematical models and techniques in order to effectively solve mathematical problems (Browne, 2010, p 247). Accordingly, skills in mathematics improve the cognitive and analytical capabilities of the learner thus leading to succeed in the workplace. The topic interests me because numerous multinational companies have complained about the low analytical and mathematical skills of graduates in the labor market. Accordingly, the education policies must promote equity of access, quality and diversity of choice of the mode of study (Bill & Mary, 2007, p 135). Although online education presents new opportunities for beginners, continuing students and professional to gain knowledge, the education policy makers must address the ethical challenges faced by this mode of study. Thesis statement: online education faces numerous ethical issues that may negatively affect the inherent quality of education. Online learning refers to delivering education information via the internet communications rather than traditional classroom setting. It is also referred as e-learning, web-based learning and computer-based learning due to the use of web technologies and computing in delivering knowledge and skills to the learners (Smith, 1996, p 25). It entails the use of telecommunication technology and computing in delivering and receiving of the course content materials. This type of education relies on videoconferencing and internet in ensuring that students receive the digital content (Browne, 2010, p 250). Course materials can be provided through different online medium such as e-mails, bulletin, online videos, discussion forums and chat rooms. Online learning can take place in the workplace, home, online access points or at a public library. For the past few years, the number of online learners has grown substantially that traditional higher education enrollment due to the high internet access and flexibility of online learning. Since 2003, online enrollments have grown by more than 400 percent. According to latest statistics, about 6.7 million students are enrolled to a least one online course in the United States. About 32 percent of the US higher education students have participated in online education while 65 percent of the higher education institutions have implemented online learning programs (Browne, 2010, p 257). Accordingly, the 21 percent annual growth in online learning enrollments has by far exceed the just 2 percent growth in traditional classroom enrollments in higher education (Haughey, 2007, p 141). About two-thirds of higher education institutions regard online learning as part of their long-term strategy in increasing the access, flexibility and quality of education. Despite the ethical challenges, about 70 percent of the educators rate online education outcomes either superior or the same as face-to-face classroom learning outcomes. Some stipulations of online learning include the need to safeguard privacy, to deliver quality education content to learners and adhere with the internet communication laws (Bullen, 1998, p 13). Accordingly, students are expected to adhere with education policies and demonstrate honesty through refraining from unethical behaviors such as plagiarism. However, the instructors play a vital role in planning guiding and organizing online tutoring sessions for the learners (Taylor, 2002, p 27). Lack of student discipline and poor communication between the educator and learner are some challenges associated with online learning. Accordingly, poor retention rates and non-acceptance by employers have been cited as other challenges that accompany online learning (Taylor, 2002, p 28). Pros of online learning One of the pros of online learning is convenience of learning. This mode of study overcomes the location challenges associated with learning by enabling learners to participate in classroom at the convenience of their home or workplace. The learners have an opportunity to select their preferred time of study or record learning materials for future personal study. The learners have 24 hours access to course materials and can gain personalized attention from their instructors. Another benefit of online learning is the low cost of education due to minimization of the travelling costs. In addition, online programs are cheaper than traditional classroom programs since classroom supplies are irrelevant. Students are capable of downloading a digital content of the textbooks, notes and assignments and not necessary buying the hard copies as with traditional classroom education (Zembylas & Vrasidas, 2005, p 64). Another advantage is avoiding adverse weather conditions like snowstorms that waste a lot of learning time. Accordingly, online learning enables the students to earn credits during the summer thus improving their learning experience. Educators assert that online learning promotes long-term learning and gaining of additional skills. Professionals have the opportunity to balance their work demands and online classes thus leading to more skills that improve their efficiency of work (Zembylas & Vrasidas, 2005, p 62). Another advantage of this mode of learning is the ability to participate in rich learning discussions that are facilitated by online forums, chat rooms and messaging systems. Making use of online learning tools such a technology and research facilities such as public libraries allows students to access skills that are essential in modern business environment (Zembylas & Vrasidas, 2005, p 67). The online discussion forums offer all learners an equal playing field for participation thus enabling less confident learners to adequate discuss challenging topics with their peers. In addition, online discussion forums allow for quick reply. Another advantage offered by online learning is the ability to control the pace of learning through pausing and rewinding lecturers, videos and asking questions via the chat rooms (Inoue, 2007). According, online learning is student centered since it accommodates different learning styles thus catering for the unique needs of each learner (Inoue, 2007). The learning materials include digital lecture notes, pictorial representations, videos and audio messages that will satisfy the needs of both auditory and visual learners. Another advantage of this learning is the ability to encourage diversity in education. For instance, students have the opportunity to encounter cultural diversity in learning through discussing topics with subjects with students from other geographical areas thus improving the ability of the learner to accommodate cultural diversity in the workplace. Cons of online learning However, online learning is associated with certain ethical dilemmas thus affect the quality of education. One of the unethical issues of online education is the risk of low quality education to the learner (Wright, 2010). The average learner is not safe from online learning fraud since some institutions and instructors may offer online course contents and materials that do not match the learning needs of the student (Inoue, 2007). Accordingly, many employers have raised numerous concerns on the quality of knowledge and skills of graduates who undergo online learning education (Taylor, 2002, p 33). In this regard, students with low motivation and low discipline may not commit adequate time towards learning thus learning to low knowledge transfer (Wright, 2010). Online learning is disadvantageous since some learners and educators can engage in unethical behaviors such as infringement of intellectual property rights and copyrights. Copyright laws require the educators and students to refrain from copying the intellectual work without the express permission of the author (Wright, 2010). Accordingly, higher education institutions are at risk paying high fines for contravening copyright laws. Online learning creates temptations that encourage the learner’s to infringe digital copyrighted learning materials such as videos and books (Zembylas & Vrasidas, 2005, p 65). Accordingly, the educators are tempted to duplicate and distribute copyrighted materials such as digital books to the online learners. Peer-to-peer file sharing computer technologies make it easy for online learners to distribute copyrighted materials among each other. This behavior leads to negative image and perception on the quality of online learning (Taylor, 2002, p 38). Secondly, plagiarism and cheating in online assessment tests and exams presents another challenge to this mode of education. Undisciplined students will engage in ‘copy and paste’ behavior due to time pressure and poor study habits thus diming the reputation of online learning in promoting quality education (Anderson & Simpson, 2007, p 131). The educators may lack necessary skills or software to identify plagiarized work thus awarding learners marks or credits for the plagiarized work. The internet has increased the chances of plagiarism by allowing learners to access thousands of course materials (Anderson & Simpson, 2007, p 132). Third, online learning is associated with online learning is the privacy of learner’s information. Online learning software, portals and discussion forums store a lot of learners’ information including the personal details and grades thus compromising the privacy of the learner (Bender, 2003). For instance, internet and data communication laws require the protection of individual privacy through refraining from data hacking and wire tapping online communications. Another challenge associated with this mode of study is the implementation of an acceptable assessment and criteria for gauging the impact of learning (Anderson & Simpson, 2007, p 136). Strategies of reducing ethical dilemmas in online education One of the strategies of addressing unethical issues in online education is requiring all education stakeholders to respect the copyright and intellectual rights. Accordingly, all students must be aware of how to avoid plagiarism and ensure honesty in their work. The students must adhere with computer ethics by refraining from unethical practices such as spamming, sending unsolicited messages or hacking online communications (Bender, 2003). Students must also adhere with examination regulations by refraining from cheating in online exams or soliciting for assistance from other people (McGreal, 2012). The educators must restructure the assignments and evaluation techniques by implementing on-campus monitored final exams and assigning numerous short quizzes throughout the semester. The educators must implement policies related to plagiarism and cheating in the syllabus in order to improve the quality of education (Inoue, 2007). Accordingly, the online course content must be well structured and coherent in order to ensure online learners receive quality education and engage in productive online discussions with instructors and peers (Anderson & Simpson, 2007, p 138). Conclusion Online education is a great way to pursue education for beginners, returning students, and professional students who wish to obtain more training in their field. From available statistics, it is clear that online learning has gained greater popularity and acceptance than traditional classroom learning. This mode of study offers critical learning benefits since it overcomes location barriers in access of education and enables one to learn at his or her pace. In addition, learners can engage in online discussion forums. Online learning is cheaper and allows for ongoing education through enabling professionals to balance both work and learning demands. However, education stakeholders must address some ethical dilemmas such as inferior course materials, plagiarism, intellectual property infringement and poor assessment methods. From the available, statistics, it is clear that online learning has gained high acceptance and popularity due to its numerous benefits. References: Anderson, B & Simpson, M. (2007). “Ethical issues in online education”, Open learning: the journal of open and distance, 22 (2), 129- 138. Bender, T. (2003). Discussion-based online teaching to enhance student learning: theory, practice, and assessment. Sterling: Stylus Publications. Bill, A & Mary, S. (2007). “Ethical issues in online education”, Education, 22(2): p 119-148. Browne, E. (2010). “Conversations in cyberspace: a study of online learning”, Open Learning: the journal of open, distance and e-learning, 18(3). Pp 245-259. Bullen, M. (1998). “Participation and critical thinking in online University distance education”, The Journal of distance education, 13(2): PP 1-35. Haughey, D.J. (2007). “Ethical relationships between instructors, learner and institution, Open learning, 22 (2): pp 139-147. Inoue, Y. (2007). Online education for lifelong learning. Hershey: Information Science Publications. McGreal, R. (2012). Online education using learning objects. New York: Routledge. Smith, R. (1996). “Essential ethical considerations in education”, Education, 117 (1), p 17-22. Taylor, R.W. (2002). “Pros and cons of online learning: a faculty perspective”, Journal of European industrial training, 26 (1), pp 24-37. Wright, R. (2010). Online education: teacher perception of advantages and disadvantages of online courses in the rura public high school. New York. Routledge. Zembylas, M & Vrasidas, C. (2005). “Levinas and the ‘inter-face’: The ethical challenge of online education”, Education theory, 55(1), pp 61-78. Read More