The primary purpose of this study is to identify differences in at­tainment of learning outcomes for ethics courses delivered using two distinct teaching approaches. The first approach uses a case based method in the context of applied moral issues within medical practice. The second approach surveys moral theories in the context of applied moral issues. Significant differences are found in the attainment of learner outcomes between the two groups. In particular, attainment of outcomes related to moral decision-making is higher in (...) those students who take the course with a case based method. In contrast, attainment of outcomes related to personal beliefs about applied moral issues is higher in those students who take an introductory ethics course surveying moral theories in the context of applied issues. Neither of these results is especially surprising. What may be surprising, however, is that students in the case-based course do not appear attain learner outcomes with regard to applied moral issues despite studying those issues in detail. Finally, the assessment tool developed and refined through this study may be of use for assessment in a variety of ethics courses. (shrink)

In this paper I focus on the role that cyberspace should play in social or political protest, and, in particular, in acts of civil disobedience. I have two main purposes in doing so. First, I want to address the question, “When is hacktivism civil disobedience?” I answer the question by including a more complete and explicit analysis of civil disobedience, as it is affected by information technology, than is currently done in the literature on hacktivism. This allows a clearer answer (...) to the question posed here than currently provided in the relevant literature. Second, I analyze James Moor’s claim that information technology transforms old processes, as this claim applies to the context of civil disobedience. As we will see, while information technology may exacerbate certain issues, little transformation seems required in this case. (shrink)

In this paper I focus on the role that cyberspace should play in social or political protest, and, in particular, in acts of civil disobedience. I have two main purposes in doing so. First, I want to address the question, “When is hacktivism civil disobedience?” I answer the question by including a more complete and explicit analysis of civil disobedience, as it is affected by information technology, than is currently done in the literature on hacktivism. This allows a clearer answer (...) to the question posed here than currently provided in the relevant literature. Second, I analyze James Moor’s claim that information technology transforms old processes, as this claim applies to the context of civil disobedience. As we will see, while information technology may exacerbate certain issues, little transformation seems required in this case. (shrink)

The purpose of this study is to examine differences in attainment of learning outcomes between students who take a class in an online format as compared to students who take a similar class in a traditional classroom setting. While on the face of it the online learners appear to attain these outcomes to a higher degree, when we control for withdrawal rates between the two groups, as well as demographic differences related to age and class standing, we see that online (...) learners no longer outperform classroom learners. We conclude that learner outcome attainment for the two delivery formats is similar for students who are more mature and/or are experienced college students. Inexperienced college freshmen, in contrast, better attain learner outcomes in a traditional classroom setting. (shrink)