June 26, 2011
June 26, 2011
June 29, 2011
Liberal Education/Engineering & Society and Engineering Ethics
22.642.1 - 22.642.10
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.
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. https://peer.asee.org/17923
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015