SciEthics Interactive: science and ethics learning in a virtual environment

Nadolny, Larysa; Woolfrey, Joan; Pierlott, Matthew F.; Kahn, Seth

doi:10.1007/s11423-013-9319-0

Cited by 24 publications

(17 citation statements)

References 26 publications

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“…Similarly, Larysa Nadolny and her colleagues designed a project named the SciEthics Interactive providing virtual stimulations and gauged its results. According to their study, the virtual stimulations enhanced students' knowledge in ethical issues (Nadolny et al 2013).…”

Section: Classroom Modelmentioning

confidence: 99%

Learning from experiences to determine quality in ethics education

Avci

2016

International Journal of Ethics Education

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Ethics is a prominent subject in almost all academic fields. However, the teaching of ethics is a controversial matter in terms of its aim, scope, method, and so on. Besides these points, the issue of quality in ethics education is another essential consideration which needs to define the concept of quality and determine its indicators as well as its measurement. Therefore, establishing certain standards and principles in ethics education may benefit all ethics programs across the world and create a global standardization at some points. Nevertheless, prior to proposing any method, model, standard, or indicator, looking at the existing situation of the current ethics programs would give opportunity to detect good practices, shortages, and shortcomings. In this sense, the aim of this paper was to review the literature on ethics education to exhibit the features of the present ethics programs and benefit from their experiences to determine what quality in ethics education is. The findings demonstrated that both students and educators believe that ethics education generates positive impact on ethical awareness, knowledge, and reasoning. However, the reviewed studies did not indicate explicit and adequate clues to draw a conclusion about what quality in ethics education is and which teaching method is the most effective.

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Section: Classroom Modelmentioning

confidence: 99%

Learning from experiences to determine quality in ethics education

Avci

2016

International Journal of Ethics Education

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“…Studies in the use of technology in educational settings still tend to focus on asynchronous instruction, which, while increasingly allowing for collaboration and experiential learning, is geared toward simulations rather than synchronous, continuous real-time instruction to real students (Bartolome, 2009;Nadolny et al, 2013;Saunders et al, 2011). As this case study illustrates, telepresence technology can broaden access of distance teacher education programs to placebound individuals without access to local field experiences.…”

Section: Resultsmentioning

confidence: 99%

“…While broadband internet access continues to be a challenge globally, the pervasiveness of technology, such as handheld devices, has made it a uniquely powerful mechanism for increasing access to education for students living in remote areas and for decreasing economic disparities globally (Ally, Grimus, & Ebner, 2014;Ally & Samaka, 2013;Inverso, Kobrin, & Hashmi, 2017;Ladson-Billings, 2013). In addition, technologies such as Virtual World and simulators have transformed the power of virtual learning from a one-dimensional transaction between student and teacher to a multidimensional platform that allows for community building and student-centered inquiry, often with the added benefit of reducing the risk of harm to its participants (Dickey, 2011;Johnson & Levine, 2008;Nadolny, Woolfrey, Pierlott, & Kahn, 2013).…”

Section: Distance Education and Accessibility To Teacher Education Prmentioning

confidence: 99%

“…While a substantial body of literature examines the use of virtual environments and technologies in educating hard-to-reach populations (Ally et al, 2014;Bartolome, 2009;Compton & Davis, 2010;Inverso et al, 2017;Nadolny et al, 2013;Nepo, 2016;Saunders, Rutkowski, van Genuchten, Vogel, & Orrego, 2011), little research has been done in how telepresence technologies may effectively bridge the access gap for preservice teachers place-bound geographically. Moreover, the specific factors that influence the CT-ST relationship in telepresence-facilitated field experiences need further exploration.…”

Section: Research Rational and Purposementioning

confidence: 99%

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The Future of Field Experiences in Distance Education:

Wertzberger

2019

tpre

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In an attempt to be more culturally responsive to the needs of its students, universities across the country are leveraging technologies to make their campuses more readily available to a broader student audience. Yet, with the proliferation of online teacher preparation programs, difficulties arise in providing preservice teachers with quality field experiences. This case study examines how telepresence robotic technology was used to facilitate a field experience that would otherwise have been prohibitive in a master of arts in teaching program. While a substantial body of literature examines the use of virtual environments and technologies in educating hard-to-reach populations, little research has been done in how telepresence technologies may effectively bridge the access gap for preservice teachers who are place-bound geographically. The findings from this study suggest that, when coupled with the implementation of effective co-teaching practices, telepresence technology can facilitate meaningful field experiences in real time, for place-bound preservice teachers without local K-12 institutions to host their field experiences.

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“…In teaching ethics-related content, role-play and simulations have been used, for instance, in education (Druckman & Ebner, 2008;Shapira-Lishchinsky, 2013), nursing (Gropelli, 2010), business studies (Nelson et al 2014), science and engineering (Wareham et al 2006;Nadolny et al, 2013), law and social work (Druckman & Ebner, 2008), history and political science (McCarthy and Anderson 2000), and international studies (Shaw, 2004). Wheeler (2006) presents an annotated review of thirty role-plays and simulations on international issues.…”

Section: Role-play As a Teaching Methods In Higher Educationmentioning

confidence: 99%

Role-playing institutional academic integrity policy-making: using researched perspectives to develop pedagogy

Löfström

2016

Int J Educ Integr

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This article describes research-based role-play on academic integrity. In the role-play, doctoral students negotiated the revision of an institutional integrity policy representing different groups of academics and students. On the one hand, role-play as a teaching method and learning activity demonstrated the difficulty of accommodating different perspectives; on the other, it showed the power and necessity of negotiation in matters that involve value judgments. The role-play is described in detail along with its underlying pedagogical foundations and its contextualisation in a doctoral summer school where it took place. The purpose of the article is to describe how academic integrity was approached through role-play and to discuss theoretical and pedagogical foundations of role-play in teaching academic integrity. Although the article does not describe empirical research on role-play as a teaching method, it demonstrates how role-play in teaching academic integrity was developed based on prior research on the topic.

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SciEthics Interactive: science and ethics learning in a virtual environment

Cited by 24 publications

References 26 publications

Learning from experiences to determine quality in ethics education

Learning from experiences to determine quality in ethics education

The Future of Field Experiences in Distance Education:

Role-playing institutional academic integrity policy-making: using researched perspectives to develop pedagogy

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