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Using Authentic Case Studies to Teach Ethics Collaboratively to School Librarians in Distance Education

Using Authentic Case Studies to Teach Ethics Collaboratively to School Librarians in Distance Education

Lesley Farmer
Copyright: © 2014 |Volume: 3 |Issue: 1 |Pages: 20
ISSN: 2155-6903|EISSN: 2155-6911|EISBN13: 9781466653153|DOI: 10.4018/ijcee.2014010101
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MLA

Farmer, Lesley. "Using Authentic Case Studies to Teach Ethics Collaboratively to School Librarians in Distance Education." IJCEE vol.3, no.1 2014: pp.1-20. http://doi.org/10.4018/ijcee.2014010101

APA

Farmer, L. (2014). Using Authentic Case Studies to Teach Ethics Collaboratively to School Librarians in Distance Education. International Journal of Cyber Ethics in Education (IJCEE), 3(1), 1-20. http://doi.org/10.4018/ijcee.2014010101

Chicago

Farmer, Lesley. "Using Authentic Case Studies to Teach Ethics Collaboratively to School Librarians in Distance Education," International Journal of Cyber Ethics in Education (IJCEE) 3, no.1: 1-20. http://doi.org/10.4018/ijcee.2014010101

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Abstract

This chapter explains how case studies can be used successfully in distance education to provide an authentic, interactive way to teach ethical behavior through critical analysis and decision-making while addressing ethical standards and theories. The creation and choice of case studies are key for optimum learning, and can reflect both the instructor’s and students’ knowledge base. The process for using this approach is explained, and examples are provided. As a result of such practice, students support each other as they come to a deeper, co-constructed understanding of ethical behavior, and they make more links between coursework and professional lives. The instructor reviews the students’ work to determine the degree of understanding and internalization of ethical concepts/applications, and to identify areas that need further instruction.

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