Voces y Silencios. Revista Latinoamericana de Educación

Voces silec. rev. latinoam. educ. | eISSN 2215-8421

Relevant Aspects of Ethically Responsive Virtual Learning Designs: Practical Recommendations From a Delphi Panel

No. 1 (2023-12-11)
https://doi.org/10.18175/VyS14.1.2023.5

Abstract

Education has been understood as a system, where the teaching-learning process and ethical values are necessarily articulated. This study identifies some key actions to consider in learning designs that are sensitive to important ethical issues in virtual learning environments. The Delphi methodology was applied with two rounds and a survey with three query categories. A group of ten experts agreed on the three proposed categories: instructional design, tutorial action and evaluation, which allowed analyzing the ethical behavior of students and teachers. The two rounds made it possible to obtain the required consensus on most of the proposed actions. However, other activities obtained a weighted percentage that allowed to establish some reflections on shortcomings and at the same time suggestions in the interaction of learning in a virtual environment. As a necessity to support an honest and comprehensive education, the opinions of the experts were accepted to guide a new lease on virtual education. It is inferred that the interactions among students and teachers in a virtual learning environment do not respond exclusively to digital and didactic strategies. It is also required to assume the ethical experience inherent in those interactions.

Keywords: Ethical behavior, Delphi study, virtual education, values, pedagogical design

References

Alake-Tuenter, E., H. Biemans, H. Tobi y M. Mulder. (2013). Inquiry-based science teaching competence of primary school teachers: A Delphi study. Teaching and Teacher Education 35, 13-24.

Alvarez, I., Calvo, J. A., & Mora, A. (2014). Involving academics in the accounting standard setting process: Anapplication of the Delphi methodology to the assessment of IASB proposals. Journal of Management and Governance, 18 (3), 765–791.

Buchanan, R., Forster, J., Douglas, S., Nakar, S., Boon, J., Heath, T., … Tesar, M. (2021). Philosophy of education in a new key: Exploring new ways of teaching and doing ethics in education in the 21st century. Educational Philosophy and Theory, 1-20. doi:10.1080/00131857.2021.1880387

Bustamante, S., Ehlscheidt, R., Pelzeter, A., Deckmann, A. y Freudenberger, F. (2020). The effect of values on the attractiveness of responsible employers for young job seekers. Journal of Human Values, 27 (1), 27-48. doi:10.1177/0971685820973522

Chalmers, D. J. (2017). The virtual and the real. Disputatio 9, 309-352. doi: 10.1515/disp-2017-0009

Cortina, A. (2012). Ética mínima: Introducción a la filosofía práctica. Madrid: Tecnos.

Duart, J. y Sangrà, A. (2000). Aprender en la virtualidad. Gedisa, Barcelona: Ediciones de la Universidad Oberta de Catalunya.

Dunn,W.N. (2004). Public policy analysis. An introduction (3rd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Ellis, G. (2020). A mathematical cosmologist reflects on deep ethics: Reflections on values, ethics and morality. Theology and Science, 1-15. doi:10.1080/14746700.2020.1755533

Freeman, D., Reeve, S., Robinson, A., Ehlers, A., Clark, D., Spanlang, B. et al. (2017). Virtual reality in the assessment, understanding and treatment of mental health disorders. Psychol. Med. 47, 2393–2400. doi: 10.1017/S003329171700040X

Frosh, Paul. (2016). The mouse, the screen and the holocaust witness: Interface aesthetics and moral response. New Media and Society. doi:10.1177/1461444816663480

Gracia, J. (2018). El desafío ético de la educación. Madrid: Dykinson.

Gracht, H. (2012). Consensus measurement in Delphi studies review and implications for future quality assurance. Technological Forecasting and Social Change, 79(8), 1525-1536.

Green, R. A. (2014). The Delphi technique in educational research. SAGE Open 4 (2), 1-8.

Grigorenko, E. L. (2019). Creatividad en la realidad digital. Estudios de Psicología, 1-23. doi:10.1080/0210939 5.2019.1660122

Halak, B. y El-Hajjar, M. (2019). Design and evaluation of plagiarism prevention and detection techniques in engineering education. Higher Education Pedagogies, 4 (1), 197-208. doi:10.1080/23752696.2018.1563757

Ives, B. y Nehrkorn, A. (2019). A research review: Post-secondary interventions to improve academic integrity. Prevention and Detection of Academic Misconduct in Higher Education (pp. 39-62) 10.4018/978-1-5225-7531-3.ch002.

Izaquita, C. (2013). La prevalencia de Pestalozzi en el entorno educativo del siglo XXI. RHS-Revista Humanismo y Sociedad, 1, 49-58. 10.22209/rhs. v1n1a04.

Jafari, E. y Alamolhoda, J. (2021). Lived experience of faculty members of ethics in virtual education. Tech Know Learn. https://doi.org/10.1007/s10758-021-09577-4

Khathayut, P. y Walker-Gleaves, C. (2020). Academic faculty conceptualisation and understanding of plagiarism – A Thai university exploratory study. Journal of Further and Higher Education, 1-15. doi:10.1080/0309877x.2020.1795093

Lapsley, D. y Woodbury, R. (2016). Moral-Character Development for Teacher Education. Action in Teacher Education, 38 (3), 194–206. doi:10.1080/01626620.2016.1194785 Levy, P. (1998). ¿Qué es lo virtual? Barcelona: PAIDÓS

McGrath, R. E., Han, H., Brown, M. y Meindl, P. (2021). What does character education mean to character education experts? A prototype analysis of expert opinions. Journal of Moral Education, 1-19. doi:10.1080/03057240.2020.1862073

McQueen, H. A. y Shields, C. (2017). “Where facebook meets plagiarism: An investigation and an intervention”. Journal of Perspectives in Applied Academic Practice, 5 (3), 33–44. doi:10.14297/jpaap.v5i3.260.

Mèlich, J. y Boixader, A. (2010). Los márgenes de la moral. Una mirada ética a la educación. Barcelona: GRAÓ.

Muñiz-Rodríguez, L., Alonso, P., Rodríguez-Muñiz, L. J. y Valcke, M. (2017). Developing and validating a competence framework for secondary mathematics student teachers through a Delphi method. Journal of Education for Teaching, 1-17. doi:10.1080/02607476.2017.1296539

Nash, K. (2018). Virtual reality witness: Exploring the ethics of mediated presence. Studies in Documentary Film, 12 (2), 119-131. doi:10.1080/17503280.2017.134079

Nardo, A. y Gaydos, M. (2021). “Wicked problems” as catalysts for learning in educational ethics games. Ethics and Education, 16 (4), 492-509, DOI: 10.1080/17449642.2021.1979283

Novella-García, C. y Cloquell-Lozano, A. (2021) The ethical dimension of digital competence in teacher training. Education and Information Technologies, 26, 3529-3541. https://doi.org/10.1007/s10639-021-10436-z

Pecorari, D. (2019). Can plagiarism be defined? En D. Pecorari y P. Shaw (eds.), Student plagiarism in higher education: Reflections on teaching practice (pp. 12-27). Croydon: Routledge.

Pecorari, D. y Shaw, P. (2019). So what should we do? En D. Pecorari y P. Shaw (eds.), Student plagiarism in higher education: Reflections on teaching practice, 157-167. Croydon: Routledge.

Pestalozzi, J. H. (1987). Cartas sobre educación infantil. Madrid: Tecnos. Polo, M. (2019). La responsabilidad ética. Veritas, 42, 49-72. https://dx.doi.org/10.4067/S0718-92732019000100049

Rajanala, S., Maymone, M. B. C. y Vashi, N. A. (2018). Selfies-living in the era of filtered photographs. JAMA Facial Plastic Surgery. doi:10.1001/jamafacial.2018.0486

Ramot, R. y Bialik, G. (2022). Toward a consensual definition of educational research and development: A Delphi study. Higher Education Research & Development, DOI: 10.1080/07294360.2022.2052814

Rowe, G. y Wright, G. (1999). The Delphi technique as a forecasting tool: Issues and analysis. Int J Forecast, 15, 353-75.

Rivera, J. y de Oliveira, J. (2022). The ethical commitment of virtual education. Journal of Educators Online, 19, 2. https://doi.org/10.9743/JEO.2022.19.2.9

Rivera, J. y de Oliveira, J. (2020). Más allá del plagio: relevancia de la ética en entornos virtuales de aprendizaje. eticanet. V20 I1.15140. http://dx.doi.org/10.30827

Rivera, J. y de Oliveira, J. (2017). El problema ético de la identidad digital en la educación virtual. Revista Iberoamericana de Educación, 75 (2), 41-58. https://doi.org/10.35362/rie7522633

Rifinski, D., Erel, H., Feiner, A., Hoffman, G. y Zuckerman, O. (2020). Human-human-robot interaction: Robotic object’s responsive gestures improve interpersonal evaluation in human interaction. Human–Computer Interaction, 1-27. doi:10.1080/07370024.2020.1719839

San-Jose, L. y Retolaza, J. L. (2017). Ethics in finance research: Recommendations from an academic experts Delphi panel. Journal of Academic Ethics. DOI:10.1007/s10805-017-9293-and

Santoso, A. y Cahaya F. R. (2019). Factors influencing plagiarism by accounting lecturers. Accounting Education, 28 (4), 401-425. doi:10.1080/09639284.2018.1523736

Sourani, A. y Sohail, M. (2014). The Delphi method: Review and use in construction management research. International Journal of Construction Education and Research, 11 (1), 54-76. doi:10.1080/15578771.2014.917132

Sutherland-Smith, W. (2019). Is student plagiarism still a serious problem in university today? En D. Pecorari y P. Shaw (eds.), Student plagiarism in higher education: Reflections on teaching practice (pp. 47-61). Croydon: Routledge.

Thando, N. (2021). Disembodiment, anonymity and oppressive freedom: An ethical enlightenment for virtual ontology. South African Journal of Philosophy, 40 (2), 137-145, DOI: 10.1080/02580136.2021.1933726

Teja, B. (2011). Ethical-based curriculum for emerging education towards an ideal society. Journal of Human Values, 17 (1), 73-86. https://doi.org/10.1177/097168581001700105

Xue Eryong y Jian Li (2021). What is the ultimate education task in China? Exploring “strengthen moral education for cultivating people” (“Li De Shu Ren”). Educational Philosophy and Theory, 53 (2), 128-139, DOI: 10.1080/00131857.2020.1754539

Yu, Z. (2021). The effect of teacher presence in videos on intrinsic cognitive loads and academic achievements.

Innovations in Education and Teaching International, 1-12. doi:10.1080/14703297.2021.1889394