Effectiveness of an ethics course delivered in traditional and non-traditional formats

This paper details a three-credit-hour undergraduate ethics course that was delivered using traditional, distance, and compressed formats. OLS 263: Ethical Decisions in Leadership is a 200-level course offered by the Department of Organizational Leadership and Supervision in the Purdue School of Engineering and Technology at Indiana University Purdue University Indianapolis (IUPUI). Students in engineering, technology, business, nursing, and other majors take the course. In an effort to determine student perceptions of course and instructor effectiveness, end-of-course student survey data were compared using data from traditional, distance, and compressed sections of the course. In addition, learning outcomes from the final course project were evaluated using a standardized assessment rubric and scores on the course project.

[1]  E. Daniel,et al.  A Review of Time-Shortened Courses across Disciplines , 2000 .

[2]  Morgan M. Shepherd,et al.  Distance Learning in Accounting: A Comparison between a Distance and a Traditional Graduate Accounting Class. , 2001 .

[3]  Bilal M. Ayyub,et al.  Probability, Statistics, and Reliability for Engineers and Scientists , 2003 .

[4]  Theresa N. Westover,et al.  Accelerated Courses as a Learning Format for Adults , 1999 .

[5]  Meredith D. Gall,et al.  Educational Research: An Introduction , 1965 .

[6]  James R. Layton,et al.  No Significant Difference Phenomenon , 1999, J. Educ. Technol. Soc..

[7]  Raymond J. Wlodkowski,et al.  Learning in the Fast Lane: Adult Learners' Persistence and Success in Accelerated College Programs , 2001 .

[8]  R. Devon,et al.  Transformations: Ethics And Design , 2001 .

[9]  Mauri Collins,et al.  Effective Student Outcomes: A Comparison of Online and Face-to-Face Delivery Modes , 1999 .

[10]  J. K. Mish'alani,et al.  On moral imagination , 1980 .

[11]  The impact of time on art learning: Intensive vs. concurrent scheduling in higher education , 1983 .

[12]  Robert O. Nixon.  A Source Document on Accelerated Courses and Programs at Accredited Two & Four Year Colleges and Universities. , 1996 .

[13]  Stephanie J. Bird,et al.  Science and Engineering Ethics , 2000 .

[14]  Patricia A. Scott,et al.  A Critique of Intensive Courses and an Agenda for Research. , 1991 .

[15]  J. C. Woodruff,et al.  Course Performance of Students in Weekly and Daily Formats. , 1995 .