| Sumario: | Purpose: This article reports the findings of a study that was designed to examine graduate student performance regarding ethical dilemmas that were presented in an online discussion forum. Method: Thirty-seven graduate students in communication sciences and disorders participated in online discussions that focused on ethical dilemmas in the field. The students' responses were analyzed using quantitative and discourse analysis. The findings were further analyzed according to type and level of facilitation (content matter expert, noncontent matter expert, or no facilitator). Results: The results of the study suggest that participants did not change their views of the ethical dilemma as a result of participation in an online discussion. Additionally, the findings suggest that use of a facilitator, whether possessing knowledge of the content or not, yields lengthier responses with greater exploration of ideas as compared to no facilitator. Conclusion: Results do not support the importance of content knowledge in the facilitation of online ethical dilemmas. It does, however, suggest that the presence of a facilitator is of importance in terms of number of words per posting and extent of exploration of ideas.
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