Jordan, K., & Pakzad, A., & Oats, R. (2011, June), Ethical and Societal Implications of Internet-Based Engineering Education: Faculty and Student Perspectives  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17923

\bibitem{asee_peer_17923}
  Jordan, K., \& Pakzad, A., \& Oats, R. (2011, June), \emph{Ethical and Societal Implications of Internet-Based Engineering Education: Faculty and Student Perspectives}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--17923

K.L. Jordan, Anahita Pakzad, and Renee Oats.  "Ethical and Societal Implications of Internet-Based Engineering Education: Faculty and Student Perspectives".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/17923 Internet.  03 May, 2024

\bibitem{asee_peer_17923}
  K.L. Jordan, Anahita Pakzad, and Renee Oats.
  "Ethical and Societal Implications of Internet-Based Engineering Education: Faculty and Student Perspectives".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/17923 Internet.  03 May, 2024

@INPROCEEDINGS{asee_peer_17923
author = "K.L. Jordan, Anahita Pakzad, and Renee Oats"
title = "Ethical and Societal Implications of Internet-Based Engineering Education: Faculty and Student Perspectives"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17923}
number = {10.18260/1-2--17923}
}

TY  - CPAPER
AB  -      Ethical and Societal Implications of Internet-Based Engineering                                EducationAbstractTo explore the ethical and societal implications of internet-based engineering educationthe authors conducted focus groups with undergraduate and graduate engineeringstudents and personal meetings with engineering faculty in Mechanical, Civil, Electrical,Chemical, and Environmental Engineering. The responses from these meetings wereanalyzed and discussed in this paper.Internet-based engineering education has been in existence since the early 1990s inseveral forms. Through internet-based learning students are able to pace themselves,interact with instructors and other classmates, and participate in live feedback sessions.Internet-based learning also accounts for various types of learning styles and physicaldisabilities. There are many positive implications of internet-based learning such as ameans to interactively present and disseminate curricula through courseworkmanagement tools such as Blackboard. It also opens doors for collaboration andcontinuing education for full time employees, i.e. “learning anywhere, anytime.” Studentsare encouraged to expand their knowledge of the material being taught through media,images, animation and streaming audio/video.Although internet-based engineering education is an accepted practice across the UnitedStates and abroad, there are obvious ethical and societal consequences that should beaddressed. Do students feel they are gaining the proper knowledge in their courses andlabs? Do their expectations of what will be asked of them on homework and examsreflect reality? Are students prone to cheating and plagiarism?This paper will discuss the ethical and societal implications of internet-based engineeringeducation, specifically focusing on the submission of internet-based homework andexams.
AU  - K.L. Jordan
AU  - Anahita Pakzad
AU  - Renee Oats
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Ethical and Societal Implications of Internet-Based Engineering Education: Faculty and Student Perspectives
UR  - https://peer.asee.org/17923
DO  - 10.18260/1-2--17923
ER  -