You are here:

Pre-Service Teachers’ Perceptions of Ethical Student Evaluation Practices: Comparing Impact of Online and Face-to-Face Coursework

, Wichita State University, United States

Journal of Technology and Teacher Education Volume 28, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Two groups of pre-service teachers in undergraduate education foundations classes completed a survey with various ethical scenarios related to student evaluation. One group was enrolled in a traditional face-to-face class that met on campus; the second group was enrolled in a completely online course. Each group had 100 participants. For each of the 36 scenarios on the survey, participants indicated their perceptions of the educator’s actions as either ethical or unethical. Pretest and posttest data were collected at the start and end of the semester. Although both groups had the same levels of agreement about the ethical scenarios in the post-survey (e.g. 52.8% cases with high agreement, 22.2% disagreement), participants in the face-to-face group changed their views from pre- and post-survey more often than those in the online group at a statistically significant difference (p < .001). On average, face-to-face participants changed their views (ethical to unethical, or unethical to ethical) on 27% of the scenarios; online participants changed views on 16% of the scenarios from pre- to post-survey. Implications include ongoing study of pre-service teachers’ perceptions of ethical practice and applications for instruction in both face-to-face and online formats.

Citation

Bergman, D. (2020). Pre-Service Teachers’ Perceptions of Ethical Student Evaluation Practices: Comparing Impact of Online and Face-to-Face Coursework. Journal of Technology and Teacher Education, 28(4), 665-689. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 9, 2021 from .