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The Psychological Foundation for an Integrated Course in Law and Ethics

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The Psychological Foundation for an Integrated Course in Law and Ethics Butler University Digital Commons @ Butler University Scholarship and Professional Work - Business Lacy School of Business 1-1-2005 The Psychological Foundation for an Integrated Course in Law and Ethics Richard McGowan Butler University, [email protected] Follow this and additional works at: https://digitalcommons.butler.edu/cob_papers Part of the Business Law, Public Responsibility, and Ethics Commons, Higher Education Commons, and the Philosophy Commons Recommended Citation McGowan, Richard, "The Psychological Foundation for an Integrated Course in Law and Ethics" (2005). Scholarship and Professional Work - Business. 190. https://digitalcommons.butler.edu/cob_papers/190 This Article is brought to you for free and open access by the Lacy School of Business at Digital Commons @ Butler University. It has been accepted for inclusion in Scholarship and Professional Work - Business by an authorized administrator of Digital Commons @ Butler University. For more information, please contact [email protected]. Learning in Higher Education Contents A Comparison of Learning Outcomes in Business Communications CoursesTaught On-Campus, On-Line, and by Compressed Video by Martha Jagel; Earlene Washburn; Dr. Bert Tollison ............................................................................................................ 1 An Exploratory Study of Business Students’ Attitudes Toward Family & Technology Issues as Related to Sales Careers by Barbara A. Schuldt, Ph.D., CCP; Andree C. Taylor, M.B.A.; Jeffrey W. Totten, D.B.A., PCM; Duane Donald, M.B.A. .......................... 5 Concept Matrix Approach to Teaching Management Information Systems by Barbara The Journal of Journal The A. Schuldt, PhD ................................................................................................................................11 Deterrents To Online Academic Dishonesty by Joni Adkins; Cindy Kenkel; Chi Lo Lim ..17 E-Learning Paradigm (ELP): Intellectual Framework for Computer Mediated Universities by David King; James A. Ellzy ................................................................................23 Exploring Cultural Implications of Teaching Logistics and Project Management in the Russian Far East by Oliver Hedgepeth, Ph.D.; Morgan Henrie, PMP .................................31 Exploring How Accounting PractitionersActively Engage in the Learning Process by Jeanette C. Maier-Lytle, MBA, CPA; Jane A. Johansen, Ph.D.; Craig R. Ehlen, DBA, CPA, CFE ..............................................................................................................................37 Impact of National Differences In Work Practices by Judy C. Nixon, Ph.D. ............................43 Student-Centered Learning and The Knowledge Workforce by Chi Lo Lim ..........................53 Teaching the Lessons of Downsizing: The Broken Bond Technique by David M. Noer ......59 The Integration of Law and Ethics by Harry E. Hicks, JD, CPA .................................................63 The Matrix: Reloaded For The Information Systems Classroom by Kay A. Durden; Joy L. Roach ..............................................................................................................................................67 The Psychological Foundation for an Integrated Course in Law and Ethics by Richard J. McGowan .......................................................................................................................................71 Volume One Issue One Fall 2005 © JWPress 2005 The Journal of Learning in Higher Education P.O. Box 49, Martin, Tennessee 38237 http://JWPress.com/JLHE/JLHE.htm Phone/Fax 7310.588.0701 A Comparison of Learning Outcomes in Business Communications Courses Taught On-Campus, On-Line, and by Compressed Video Martha Jagel Business Instructor Rogers State University Earlene Washburn Business and Technology Instructor Rogers State University Dr. Bert Tollison Dept. Head & Associate Professor of Business Rogers State University ABSTRACT The purpose of this paper is to investigate and compare the learning outcomes of teaching and delivering Business Communications courses via on-campus instruction, online instruction, and compressed video instruction. In addition, the benefits and limitations involved in the instruction (teaching as well as learning) will be discussed. The question which will be researched is whether there is a significant difference in the learning, which occurs in these three modes of delivery. The null hypothesis being tested in this study is that there is, in fact, no significant difference in learning between or among the three delivery methods. This null hypothesis will either be accepted or rejected. The methodology used in this study includes scores from written letters, scores on research papers, and oral presentation grades. The data collected represents classes taught in the spring semester of 2004. When comparing scores, only the students who actually completed all three segments were used as subjects. A review of the literature will be used to support or contradict the hypothesis. It will examine other similar studies and will promote ideas for recommendations and future studies related to this topic and the various delivery methods. Several issues will be discussed. Are the three methods of delivery measuring the same skills equally? How can it be measured? Are the comparisons objective or subjective? How can the assessment instruments used be made more uniform for the three delivery methods? The results of this paper will hopefully help us in the upcoming revision of this course. INTRODUCTION The course in question is a 2000 level “Business Communications” class, and each of the sections were taught during the spring 2004 Technological advances have changed the way many organizations, semester. including academic institutions, are currently operating. One Two traditional Business Communications classes were taught cannot assume that a college student will be required to sit in a during the day- time hours on campus by the same instructor. The traditional, on-campus classroom 3 hours per week for every 3- only technology used for the class consisted of a Web site syllabus, hour course as they did years ago. Due to the “age of technology,” Internet assignments, and some homework turned in using e-mail. one can now expect that a student will have the opportunity In addition, some students used Powerpoint slides to enhance their to choose distance learning classes, such as on-line courses or oral presentations. compressed video (CV) classes. The compressed video (CV) class The online section of this course was taught by the same in this paper represents a face-to-face media-readied classroom on instructor. The class was completely online using the eCollege our main campus and remote classrooms simultaneously receiving course platform. Interactivity was achieved by threaded discussions. course instruction at two branch campuses (similar to interactive Some exams were taken online and some were proctored. A time television). These new instructional delivery systems, however, limit was given to each exam and students were restricted to the create a challenge to educators in determining whether students time limit. The oral presentations were videotaped by the students participating in distance learning education are learning as much and then mailed to the instructor, who viewed and graded them. as those participating in the traditional, on-campus classroom. This In this instructional mode, the student used a computer (usually study is an attempt to measure learning among these three delivery from home) to access a range of services. These include online methods. registration, dissemination of course materials, access to online While the researchers of this study were instrumental in materials, and communication with instructors and other students developing several online and compressed video university courses, via e-mail. Classes and discussion groups were conducted online many challenges still exist which lead to questions about the and assignments emailed to the instructor or sent to a “Dropbox” learning outcomes university students experience. Do online and for a particular unit. CV students learn just as much as on-campus students? What A second instructor taught the compressed video class, which about a course such as Business Communications, where an oral was offered during the evening hours at three locations including presentation is required? What are the limitations? the main campus. The instructor taught classes from each location This study compares the learning in a traditional on-campus class at least one time. Additional technology consisted of a Web site to an online class and to a compressed video class at three locations. syllabus, Powerpoint presentations, and homework submitted and Martha Jagel, Earlene Washburn, and Bert Tollison returned by e-mail. A facilitator at each site proctored exams, and online sections (Waschull, 2001). No significant difference was the instructor was not present. This interactive videoconferencing found in the performance of the students in this course, but the mode provides the opportunity for an instructor to teach a class online students tended to score slightly lower on exams and were in a classroom-type setting, while concurrently instructing more likely to fail. These online students also evaluated the course two different groups of students in two other locations (branch similarly to the on-campus students, and
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