A Meta-analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach.
Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses (i.e., face-to-face, online, hybrid). The present effort sought to address this gap in the literature through a meta-analy...
| Publicado en: | Science & Engineering Ethics Vol. 23; no. 6; pp. 1719 - 1755 |
|---|---|
| Autores principales: | , , , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Dec2017
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=126439589&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 126439589 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13533452 GNI jtl: Science & Engineering Ethics issn: 13533452 maglogo: N pubinfo: dt: Dec2017 vid: 23 iid: 6 pid: 237 pub: Springer Nature artinfo: ui: 126439589 10.1007/s11948-017-9869-3 ppf: 1719 ppct: 36 formats: fmt: @attributes: type: P size: 512KB tig: atl: A Meta-analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach. aug: au: Todd, E. Watts, Logan Mulhearn, Tyler Torrence, Brett Turner, Megan Connelly, Shane Mumford, Michael su: Ethics education Online education Research ethics Blended learning Science & ethics sug: subj: Ethics education Online education Research ethics Blended learning Science & ethics keyword: Delivery format Ethics Face-to-face Hybrid Online Responsible conduct of research (RCR) Training ab: Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses (i.e., face-to-face, online, hybrid). The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online were most effective when restricted to compliance-based instructional contents. Overall, hybrid courses were found to be most effective, suggesting that ethics courses are best delivered using a blend of formats and content areas. Implications and recommendations for future development of ethics education courses in the sciences are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Science & Engineering Ethics is a copyright of Springer, 2017. All Rights Reserved. item: Science & Engineering Ethics holder: Springer Nature dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
|---|