Novice Researchers’ Views About Online Ethics Education and the Instructional Design Components that May Foster Ethical Practice
Science and Engineering Ethics, ISSN: 1471-5546, Vol: 26, Issue: 3, Page: 1403-1421
2020
- 21Citations
- 59Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations21
- Citation Indexes21
- 21
- CrossRef1
- Captures59
- Readers59
- 59
Article Description
The goal of the current study was to examine novice researchers’ views about online ethics education and to identify the instructional design components that may foster ethical practice. Applying the mixed methods approach, data were collected via a survey and semi-structured interviews among M.Sc. and Ph.D. students in science and engineering. The findings point to the need for rethinking the way conventional online ethics courses are developed and delivered; encouraging students to build confidence in learning from distance, engaging them in online active and interactive experiences, and providing them with personalized support and adaptive guidance. The novice researchers identified the synergistic integration of collaborative, case-based, and contextual learning, as the instructional design components that may foster not only ethical knowledge but also ethical practice in a fully online course.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85077144105&origin=inward; http://dx.doi.org/10.1007/s11948-019-00169-1; http://www.ncbi.nlm.nih.gov/pubmed/31872364; http://link.springer.com/10.1007/s11948-019-00169-1; https://dx.doi.org/10.1007/s11948-019-00169-1; https://link.springer.com/article/10.1007/s11948-019-00169-1
Springer Science and Business Media LLC
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