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dc.contributor.authorBergman, Daniel J.
dc.date.accessioned2021-02-22T17:12:10Z
dc.date.available2021-02-22T17:12:10Z
dc.date.issued2020-10
dc.identifier.citationBergman, 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 from https://www.learntechlib.org/primary/p/216138/
dc.identifier.issn1059-7069
dc.identifier.urihttps://www.learntechlib.org/primary/p/216138/
dc.identifier.urihttps://soar.wichita.edu/handle/10057/19805
dc.descriptionClick on the DOI link to access the article (may not be free).
dc.description.abstractTwo 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.
dc.language.isoen_US
dc.publisherSociety for Information Technology & Teacher Education
dc.relation.ispartofseriesJournal of Technology and Teacher Education
dc.relation.ispartofseriesv.40 no.4
dc.subjectPreservice teachers
dc.subjectEthics
dc.subjectEducational strategies
dc.subjectStudent evaluation
dc.subjectComparative analysis
dc.subjectSurveys
dc.subjectTeacher certification
dc.subjectTeacher attitudes
dc.subjectStudent attitudes
dc.subjectElementary school teachers
dc.subjectSecondary school teachers
dc.titlePre-service teachers' perceptions of ethical student evaluation practices: Comparing impact of online and face-to-face coursework
dc.typeArticle
dc.rights.holder© 2020 Society for Information Technology & Teacher Education


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