Successfully Teaching Ethics For Effective Learning

Abstract

This paper is concerned with identifying keys to successfully teach ethics. The keys are: addressing the relevance challenge; striving to achieve a balance between the active engagement of students with issues and a critical analysis of choices in to be made in real-life situations; attending to or managing the learning process to include learning styles and experiential learning; debriefing experientially-oriented learning activities; and institutionalizing outcomes of ethics education objectives. The paper discusses results of a study that attempted to answer the question What is required to successfully deliver experientially-oriented ethics education

Effectiveness of Using Cisco Packet Tracer as a Learning Tool: A Case Study of Routing Protocol

“…These learning domains will affect students' experience deeper and memorable [15]. Sims (2002) also agree the learning process can leave a memorable impression to constructivists [16]. This research focus on simulation software named Cisco Packet Tracer that provides students to have an active learning experience and bring the real networking environment into the classroom.…”

Teaching Behavioral Ethics: Overcoming the Key Impediments to Ethical Behavior

“…Quite often students believe that there are only two options, when in fact only through class discussion and an application of moral imagination (Werhane, 1999) do additional and more ethically appropriate alternatives arise. Role-playing, whereby students act out various roles as described in the ethical dilemma, can also be used as a teaching technique (Sims, 2002). Role-playing can further engage the students and lead to prescripting behavior, which can increase the likelihood of actually engaging in ethical behavior in the future (Gentile, 2010).…”

Ethics education and accounting programmes in Ghana: does university ownership and affiliation status matter?

“…Still, others are neutral and adopt a Bthere is no harm in tryingd isposition, and others are positive about its benefits and support it (McDonald and Donleavy 1995). Sims (2002) found that the first step in instituting a policy was for the faculty to declare that it believes in the importance of ethics education. Also, if policy makers do not believe in the relevance and effectiveness of incorporating ethics content into the curriculum, they will not be willing to commit time and resources to see it through (Uyar and Gungormus 2013).…”