Is it Ethical to Evaluate Web-based Learning Tools using Students

Abstract

In the Spring semester of 2000 we conducted a controlled and situated study evaluating web-based learning tools. While conducting this study, ethical issues concerning the relationships among research participants (students) and experimenters (instructors and graduate students), research process (informed consent, minimization of harm, competence and confidentiality) and unevaluated tool deployment within university class settings arose. In this short discussion paper we will describe several of these situations and some of the ethical questions that arose from them. Background Web-based learning tools are experiencing widespread adoption across North America at university and college campuses. Learning tool advocates suggest that the tools will improve the quality of education for students, satisfy diverse learning skills, support instructors unfamiliar with web technologies, and ensure consistency across departments and universities. However, the potential disadvantages of applying these tools are significant. Some educators are concerned that these tools are being deployed without regard for students ’ and instructors ’ well being. Meanwhile, institutions are adopting these technologies without fully understanding their impact on the institution, administrators, instructors, and students. To answer some of these questions, our research group conducted a controlled study of these tools in