E-Learning techniques in IT programs are they helping my sense of cyber-ethics?

Abstract

With the boom in technology, it is not surprising to see high-tech tools implemented at most schools and colleges to enhance the total learning experience for the students of the twenty-first century. From up-to-date software, hardware and online tools, electronic learning has becoming somewhat of a 'fashion' where most tertiary academic organizations are concerned. World-wide, academic bodies are competing to develop and implement the latest, advanced tools to gain advantage over peers across the globe, to give their students a better learning experience, to improve their resumes and ultimately earn millions. Universities and schools all over the world are opting to include at least one element of e-learning in every field of study, be it medicine, business, law or information technology it self. From WebCT to Netmeeting to the basic computer on-line and offline applications, every electronic system that has a potential to be used as a whole or part of e-learning is already being used in some form or the other in and out of classrooms. Where students are being taught using these tools, it does not seem clear if they can distinguish between elearning and e-cheating. Or can they? This paper looks closely at the gap that exists in students to distinguish between e-learning and cyber ethics. It tests student awareness of e-learning tools and how these are affecting their sense and perception of ethics. The paper ends by proposing suggestions to include subjects or courses that highlight the difference between e-learning and e-cheating in order to arm students with the necessary understanding to increase their awareness to ethical issues and thus become potential value-added professionals, and thus opening the door to further study in this area. © 2007 Springer.