ETHICAL ISSUES IN ONLINE LEARNING OF

GRADE 11-CGV

SCHOOL YEAR 2021-2022

________________________________________________________________________

A Research Study

Presented to Data Center College of the Philippines Inc.

In Partial Fulfillment

of the Requirement for the

Senior High School S/Y 2021-2022

________________________________________________________________________

By: Group 2

DULLOOG, MONREYL HERO A.

 ACOJIDO, ASHELLE GIE

LAYUGAN, MARICRIS

FORONDA, LERINA KEI

DELA CRUZ, MARK JOHN

BATUNGBAKAL, JOHN PAUL

LOFREDO, RYAN
 Data Center College of the Philippines

Senior High School Department, Laoag City

APPROVAL SHEET

In parttial fulfillment to the requirements for the Track/Strand Humanities and Social
Sciences this quantitative research titled "ETHICAL ISSUES IN ONLINE
LEARNING OF GRADE 11-CGV SCHOOL YEAR 2021-2022". Prepared and
submitted by Monreyl Hero Dulloog, Ashelle Gie Acojido, Maricris Layugan, Lerina
Foronda, Mark John Dela Cruz, John Paul Batungbakal, and Ryan Lofredo is hereby
recommended for oral examination.

ELAINE RIOTOC

Research Adviser

Approved by the panel of examiners during the oral examination with grade of ________
Given on ____________ 2022.

PANEL OF EXAMINERS

____________________ _____________________ __________________

EVALUATOR EVALUATOR EVALUATOR

Accepted and approved in partial fulfillment of the requirement for Track/Strand
Humanities and Social Sciences.
 Acknowledgement

The researchers would like to express their gratitude to the following individuals
for their gratitude to the following individuals for their assistance in completing
this project and making it feasible.

First and foremost, we thank our Almighty God, who blesses us and helps us
realize our goals, for guiding us to make our studies possible.

Ms. Elaine Riotoc and Ms. Jessicca Zyrra Aguinaldo, the reseach teacher and
research adviser, who provided the researchers with the necessary challenge and
desire to complete this tasks, as well as authorization to collect data for the study’s
completion.

To our parents, who provided Spiritual and material support. For their assistance in
motivating us to complete our projects.

To everyone who helped in the completion of this work to accomplish

successfully, and above all, On the name of Almighty God.
 Dedication

To our dear parents one admirable qualities about you is that you are always strive

to be best of us. To ensure that we have all we require, you are working tirelessly

to provide us with constant Counsel a Love. We appreciate your patience with our

flaws and your encouragement to keep going even when we falter. We gratefully

devote this work to endless bits of advice and support.

 Table of Contents

PREMILINARY

Approval Sheet

Acknowledgement

Dedication

Abstract

Table of Contents

CHAPTER I. THE PROBLEM AND ITS BACKGROUND

Introduction

Statement of the Problem

Theoretical Framework

Conceptual Framework

Scope and Delimitation

Significance of the Study

Definition of Terms

Chapter II. Review of Related Literature

Chapter III. Methodology

Research Method
 Sources of Data

Respondents of the Study

Research Instrument

Data Gathering Procedure

Treatment of the Data

Chapter IV. Data Analysis and Data Interpretation

Chapter V. Summary, Conclusion and Recommendation

Bibliography

Appendices

- Letters, Sample Questionnaire, and Curriculum Vitae

 ABSTRACT

This research titled "Ethical issues in online learning of grade 12-CGV school year 2021-2022.
The study mainly focused on ethical issues in online learning where the situation is even more
complex. Ethical issues occur when a given decision, scenario, or activity creates a conflict with
a society’s moral principles. Online learning amplifies the ethical issues faced by instructors and
students. The study can help the researchers to assist the middle adolescent to be self-reliant and
governance in identifying, dealing, and intervening with the different health issues related to
online classes. Despite the negative impact, we can also consider the discipline and
independence that have been established for each learner. The average weighted mean of
students about their ethical issues during online classes is 2.53. This can be determined based on
the respondents which is the students of grade 12 CGV of Data Center College of the
Philippines. To add to this, there are several barriers to effective online discourse. Meeting their
peers in person acts as a motivator for students to participate willingly in the class. A very useful
tip is being empathetic to the students and creating an environment of trust wherein students can
feel free to share their concerns with the educator.
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Online learning or e-learning has become an integral part of today’s student life.
Today students can have multiple options due to online learning and they are free from
the shackles of studying from one individual whether he/she is able to teach or not. Today
a student can choose any online education app like classroom app to learn the knowledge
and subjects whichever he/she wants. Students get a lot of options and information about
any topic on any such classroom app. Students get the option to choose their learning and
study materials according to their level of learning and interest. Just like any other
medium of acquiring education, online education also has to suffer from some ethical
issues which are not that gave but need attention from the concerned authorities of this
field. Most of the time the very first matter of concern which arises is unethical usage of
the internet by school going students. Students life is full of curiosity, they want to learn
and to see the things they are unaware of so handing over them such as powerful resource
of knowledge like internet sometimes becomes harmful for them because out of curiosity
they search and watch inappropriate content also but it can be mend if teachers and
parents mutually make students understand to utilize their time wisely only for studies
instead of any other harmful thing which can affect their studies. Guidance of teachers
and instruction of parents can always guide students on a progressive path. There are also
some legal issues of data protection, copyright and licensing which can be handled if
proper guidance and instructions are provided to the students on how to use the internet
only for study purposes.

Apart from this plagiarism is also an ethical issues where students copy study
materials from various websites and paste them in their assignments, research paper of
academic papers instead of doing hard work and search material regarding the topic
which has been given to them to write. For this, students can be taught the methods of
paraphrasing where he/she can take ideas or inspiration from various sources but can
represent those thoughts in his/her own words. In this way he/she can kill two birds with
a single stone he can escape an ethical issue of online learning as well as he/she can
improve his/her grammar, vocab and thinking capacity.

Online sites support complex discourses and multiple relationships; they cross
physical, cultural and linguistic boundaries. Data of various kinds are automatically
recorded in a relatively permanent form. In a discussion of the practices and welfare of
staff and students, we highlight ethical issues related to matters of equity and diversity,
surveillance and consent, identity and confidentiality. Rather than attempt to resolve
issues raised in this discussion, we pose questions to encourage exploration of those
issues. The effort to engage students on an online platform requires a lot of preparation in
terms of creating content for the lectures. To add to this, there are several barriers to
effective online discourse. For example, in a virtual class, we can pinpoint students and
ask them to reciprocate with queries but excepting, a few not many would participate.
The reasons for this can be many. Sometimes students do not participate because of
boredom and because they are tired of listening to online lectures from morning to
evening. Moreover, meeting their peers in person acts as a motivator for students to
participate willingly in the class, but unfortunately, this is missing in a virtual classroom.
This can lead to nervous tension both for the student and for the educator. Also, just the
voice-over and the webcam prove to be inadequate in terms of reaching out to the
students and this can create a void in the faculty-student relationship. In such cases the
educator needs to be constantly prepared with more resources to manage the session.
STATEMENT OF THE PROBLEM

This study attempted to evaluate the Ethical issues in Online Learning of Grade 11
CGV School Year 2021 as perceived by student respondents.

1. What is the profile of the respondents in terms of:

1.1. Students-respondents
1.1.1. Sex
1.1.2. Accessibility to internet connection
2. What are the Ethical Issues of the Students in Online Learning?

THEORETICAL FRAMEWORK

The Behaviorist Learning Theory B.F. Skinner

The behaviorist learning theory is perhaps the oldest of learning theories, used by
many educators of the past to teach and instruct learners. According to this theory,
learning is an observable change in the behavior of the learner that originates from
external conditions. Thus, this theory is all about provoking reactions from learners and
detecting any changes in behavior. Things that invoke a reaction and a change in old
behavior are repeated until they become new behavior. The behaviorist learning theory is
still used in eLearning courses in the form of drag-and-drop exercises to classify concepts
into different categories. Feedback is all-important in this theory, as it helps in the
evaluation of correct or appropriate behavior.

CONCEPTUAL FRAMEWORK
 It serves as the guide of the researcher in going about his study because this part
presents the conceptual variables based on the original model of the theory. Either the
entire theory or a part of it may be utilized in the study, depending on the design of the
study. It serves as the map of the researcher since it basically presents the independent
variable/s and the dependent variable/s of the study in a way, the researcher could further
validate if the theory was applicable in the study in presenting the conceptual framework
of the study.

Input
Process
 Output

SCOPE AND DELIMITATION

This study was crafted to determine the ethical issues in the implementation of the
Students online learning environment at the Data College of the Philippines of the Grade
11-CGV School Year 2021.This study was crafted to determine the ethical issues in the
implementation of the Students online learning environment at the Data College of the
Philippines of the Grade 11 – CGV School Year 2021.Online learning amplifies the
ethical issues faced by students.

The process included were practices and welfare of staff and students, we
highlight ethical issues related to matters of equity and diversity, identity and
confidentially.

Rather than attempt to resolve issues raised in this discussion, we pose questions
to encourage exploration of those issues.

The study can help the researchers to assist the middle adolescent students to be
self-reliant and governance in identifying, dealing, and intervening with the different
health issues related to online classes.

SIGNIFICANCE OF THE STUDY

Online learning creates chaos and struggle to every student around the globe
especially the object of this study which is the Grade 11-CGV.Online learning creates
chaos and struggle to every student around the globe especially the object of this study
which is the Grade 11-CGV.Thus, this study is designed to emphasize and scrutinize each
ethical issue. Significance of this paper work is to:

1. Identify each ethical issue and address it through the responsible resolution.

2. Establish a discipline within the student to avoid the negative impact of these
ethical issues.

3. Present ethical issues in distracting the learners.

4. Create a program that will encourage students to continue the online class.

5. Find out what is the worst ethical issue and develop a possible recommendation
to correct the issue.

Benefits of the research:

Students - This study will benefit the students is to how to act properly, learning
self- discipline, respect, fairness and honesty. This study had its paramount importance
for future dissertation, study and crafting policy. They learn on how deceiving and too
good to be true setup of the new normal in the learning institution can benefit from this
study by augmenting themselves with good practices.

Definition of Terms

Academic- relating to, or associated with an academy or school especially of

higher learning the academic curriculum academic courses.

Academic institution- is an entity, such as a university or college, that runs

independently from other like entities and has its own set of rules and business
processes.
Behavior- the way in which one acts or conducts oneself, especially toward others.

Ethical Issues- It occurs when a given decision, scenario, or activity creates a

conflict with a society's moral principles.

Ethics- also called moral philosophy, the discipline concerned with what is
morally good and bad and morally right and wrong.

Learners- A learner is someone who is learning about a particular subject or how

to do something.

New Normal- It's a state to which an economy, society, etc. settles following a
crisis when this differs from the situation that prevailed before the start of the
crisis.

Online Learning Environment- A new learning setup with no physical location

and in which the instructors and students are separated by space.

Online learning- education that takes place over the internet. It is often referred to
as "e-learning" among other terms. It is a type of "distance learning" the umbrella
term for any learning that takes place across distance and not in a traditional
classroom.

Technology- refers to methods, systems, and devices which are the result of
scientific knowledge being used for practical purposes.
 CHAPTER II
REVIEW OF RELATED LITERATURE

A. Talib Ahmad Almseidein and Omar Musa Klaif.Mahasneh, Awareness

of Ethical Issues when using an e-Learning System.

The results of this study reveal that students at BAU have ethical
issues when using e-learning system. To use e-learning system by the
students within their academic period, the students should be fully
knowledgeable about ethical issues to avoid unethical behavior. Authors of
discussed the inclusion of professional ethics topics in courses and
developing e-learning on professional ethics so that students get an
opportunity to understand and practice ethical (IJACSA) International
Journal of Advanced Computer Science and Applications, judgments in the
various aspects of ICT work. On the other hand, authors in reported there is
a need for academic institutions to espouse guidelines and ethical policies
for the e-Learning environment for preserving and supporting academic
integrity. The following are some recommendations for the institutions
delivering e-Learning systems based on the results of the study: · The
inclusion of the subject of the ethical values as a seminar course within the
 student academic plan. · The educational institution must build proper rules
and policies for students involved in e-learning. · The educational institution
should adopt multimedia tools and monitoring tools in e-learning
environment. · Workshops or training must be held about ethical issues for
students. · Putting the necessary instructions on the optimal use of the e-
learning system when student access his account to avoid any unethical
behavior. · Academic institutions should adopt a Code of ethics for their
students when using the e-learning system seriously. Finally, the study
recommends the need to do similar studies on other universities in Jordan,
intending to increase awareness and knowledge of ethical issues related to e-
learning system.

B. lif Toprak, Berrin Ozkanal, Sinan Aydın and Secil Kaya, Ethics in e-
learning

Brown asserts, it should be acknowledged that the basic intent of e-Learning is a moral
good. Since e-Learning attempts to provide educational opportunities for high number of
people and in many cases to people deprived of education, he is right to consider it an
ethical task. However, there are vulnerabilities that the users need to be aware of.
Institutions need to be on alert and publish clear definition of academic fraud in online
learning and set TOJET: The Turkish Online Journal of Educational Technology – April
2010, volume 9 Issue 2 Copyright  The Turkish Online Journal of Educational
Technology 85policy providing codes for students and instructors to follow. It would be
an important step forward for institutions to give ethical issues in the curriculum of
online/blended programs (Brown, 2008). According to this study, the responses to the
first research question reveal that, most of the students and instructors believe surveys
should be conducted related with learning styles, hardware ownership, physical
disabilities of students. As Khan (2005) has stated, learners have their own styles for
meaningfully gathering and organizing information for their learning purposes, and have
different learning needs due to their different educational and social backgrounds. This is
why instructors; course designers and discussion moderators must be sensitive about the
students’ characteristics and should be innovative about involving diverse learners in e-
Learning environments. Another dimension is that hardware ownership and physical
disabilities of students must be determinant on the design processes of the online courses.
In the face of digital divide, it is important to use educational media that can be operated
with most of the computers. Among these technological issues there is also the bandwidth
problem that students face. To reduce the effect of this problem, students explain that
only the essential multimedia elements should be used in the courses. To design more
effective courses, detailed research on hardware ownership and learning styles of the
students can be realized by institutions. Contrarily, instructors do not agree with the idea
of using only the essential multimedia elements within the online courses. Instructors
consider the instructional quality and the advantages of the media first; e.g. their priority
is not the bandwidth problem. They prefer to use the new technologies that offer better
instructional opportunities; but it is a fact that all the students may not have the required
technologies. This is related with the digital divide that underlines the importance of
information accessibility in e-Learning environments. Khan (2005) defines digital divide
as the gap between those who have access to the Internet and other information
technologies and those who do not. The reasons may be economic, cultural, physical or
geographical. Related to the economic problems, institution may support students to have
better computers and technologies. Some campaigns in collaboration with technology
firms that provide computers more economically can be utilized. In this way, the students
will have better technological opportunities. TOJET: The Turkish Online Journal of
Educational Technology – April 2010, volume 9 Issue 2 Copyright  The Turkish
Online Journal of Educational Technology 85policy providing codes for students and
instructors to follow. It would be an important step forward for institutions to give ethical
issues in the curriculum of online/blended programs (Brown, 2008). According to this
study, the responses to the first research question reveal that, most of the students and
instructors believe surveys should be conducted related with learning styles, hardware
ownership, physical disabilities of students. As Khan (2005) has stated, learners have
their own styles for meaningfully gathering and organizing information for their learning
purposes, and have different learning needs due to their different educational and social
backgrounds. This is why instructors; course designers and discussion moderators must
be sensitive about the students’ characteristics and should be innovative about involving
diverse learners in e-Learning environments. Another dimension is that hardware
ownership and physical disabilities of students must be determinant on the design
processes of the online courses. In the face of digital divide, it is important to use
educational media that can be operated with most of the computers. Among these
technological issues there is also the bandwidth problem that students face. To reduce the
effect of this problem, students explain that only the essential multimedia elements
should be used in the courses. To design more effective courses, detailed research on
hardware ownership and learning styles of the students can be realized by institutions.
Contrarily, instructors do not agree with the idea of using only the essential multimedia
elements within the online courses. Instructors consider the instructional quality and the
advantages of the media first; e.g. their priority is not the bandwidth problem. They
prefer to use the new technologies that offer better instructional opportunities; but it is a
fact that all the students may not have the required technologies. This is related with the
digital divide that underlines the importance of information accessibility in e-Learning
environments. Khan (2005) defines digital divide as the gap between those who have
access to the Internet and other information technologies and those who do not. The
reasons may be economic, cultural, physical or geographical. Related to the economic
problems, institution may support students to have better computers and technologies.
Some campaigns in collaboration with technology firms that provide computers more
economically can be utilized. In this way, the students will have better technological
 opportunities. By the same token, some courses that introduce the basic characteristics
of the Internet and computer literacy can be organized for students; so technological and
digital culture of the students can be improved via these courses. Physical disabilities are
also effective on the digital divide. Students with disabilities cannot make proper use of
some educational media as the other students. The responses to the second research
question are related with the behavioral and legal regulations, where students and
instructors have some different opinions about assessing students’ behaviors. Findings
reveal that students expect flexible approach by instructors like having probation or
removing students from discussion forum instead of lowering their grades or points,
when they fail to follow the behavioral etiquette more than once. On the other hand,
instructors think that students do not attach the required importance to the online courses
if they don’t get dissuasive punishments. Related with this subject, the behavioral
regulations that are applied when the students fail to follow the behavioral etiquette more
than once must be determined and announced to the students before they take the courses.
All the above findings and literature direct the discussion to the point that institutions
should have e-Learning policies, guides on especially legal issues like preventive privacy,
plagiarism and copyright. In this sense, there need to be some regulations about
cheating /plagiarism attempted by the students. The students’ and instructors’ opinions
are different about the regulations for cheating/plagiarism. As mentioned in the
methodology, online courses are not the core material of the program in case-study;
students are not obliged to attend to these online courses. Because of this flexibility,
students do not think they can be punished when they fail to follow the etiquette rules
and/or cheat. However, it is a fact that developing online courses requires certain amount
of time, money and effort. The instructors mention that some obligations are necessary
for more effective and efficient use of online courses. However, instructors also state that
students’ participation to the online courses should not be taken into consideration in
student assessment. The final subject among the legal issues is related with getting
students’ permission when using and sharing students’ personal data. The institutions
should inform students beforehand about whether they intend to share students’ personal
data, text dialogs or not. Private e-mails should not be forwarded to third parties, without
permission. Both students and instructors agree with this assertion. As final words,
feedback by all the users of the online courses is vital for the design processes; not
limited with the ethical issues only. This study has been realized to evaluate the opinions
of students and instructors about the learner diversity and behavioral/legal regulations
related with ethical issues of e- Learning. In this connection, urther surveys can be
structured about cultural diversity, bias, geographical diversity, social and political
influences etc. based on different dimensions of individual differences.

C. Anthonella Esposito, Research ethics in emerging forms online learning: issues

arising from a hypothetical study on a MOOC

In order to explore what this perspective implies, this paper stated and justified
main ethical decisions to be undertaken in a hypothetical virtual ethnography study on a
 networked learning instance. It was used as a basis for exploration the potential
operationalization of a research question focusing on opportunities and challenges of a
MOOC. The discussion here proposed orientates the ethical decision making towards an
overt and participants research approach, an informed consent intended as a public notice
and a consideration of participants both as authors in the online setting and as human
subjects embedding unexpected privacy sensitiveness. Such choices are highlighted as
many issues to be submitted to an institution ethics review board for further negotiation
and approval. However, following markhams (2007) recommendations for a reflexive
ethics that recursively intertwines ethical and methodology decisions, such decisions are
intended as many starting points to build a research ethics protocol intended as a work in
progress. Through an open learning environment, participants can explore and share their
ideas and solutions with each other. It encourages them to develop effective and ethical
research methods.

D. Oosterhof, A., Conrad, R. & Ely, D. Palloff, R. & Pratt, K., Ethical Issues in Online
Learning Research Paper.

Today, online education is a popular way to learn. Learners can now take
advantage of online learning without needing to attend school. Modern technology has
aided in the promotion of online learning. Computers, smart phones, and the internet are
examples of these technology. This intriguing idea, however, comes with its own set of
obstacles. In online learning, the problem of identification is a crucial one. Some
academics believe that online education can lead to academic dishonesty and cheating
(Oosterhof, Conrad & Ely, 2007).

Students who participate in the learning process may not receive an academic certificate.
As a result, there are a slew of ethical considerations and issues surrounding online
learning.

Appropriate assessment mechanisms are required to reduce dishonesty in online

education. Various techniques to dissuade all sorts of dishonesty are required during the
assessment phase. Examiners should utilize a variety of procedures to guarantee that the
proper person is assessed during the assessment process.

To reduce the risk of academic dishonesty, examiners should use a variety of

accreditation techniques. For example, the evaluation could be done via web
conferencing. This will ensure that the evaluation process is completed by the registered
student.

To verify the student's image, the examiner can use electronic conferencing. This will
ensure that the assessment is completed by the appropriate person (Palloff & Pratt, 2009).
 All sorts of dishonesty should be minimized by the assessment technique. The exam
should be timed throughout online learning to ensure that the student completes the task
within the allotted time. Cheating will be less likely with this strategy.

These strategies will ensure that the assessment process is held accountable. The student
demographics are also something that must be addressed. Examiners should verify that
all enrolled students complete the examination at the same time while conducting an
online assessment (Palloff & Pratt, 2009).

This is a good method for reducing academic dishonesty while learning online. These
measures have my support because they will eliminate all cases of cheating. Both the
institution and the student will benefit from these approaches to online learning.

It's worth noting that online learning allows the learner to cheat. When students are tested
online, they are more likely to use internet information and content. Plagiarism and
academic dishonesty result as a result of this.

The ethical considerations that arise during the learning process should be considered
while developing online assessment tools. The learning process should reveal the
learner's abilities and competencies. Dishonesty of any kind will produce erroneous
outcomes (Oosterhof, Conrad & Ely, 2007).

All sorts of cheating and plagiarism will be avoided using the following assessment
procedures. Anti-plagiarism software, for example, is an excellent approach for reducing
cases of plagiarism.

Plagiarism is a serious infraction that can be committed when learning online. Plagiarists
will be caught if anti-plagiarism software is used. Plagiarists will be held accountable as
well.

During the learning process, the evaluation systems should be able to prevent all sorts of
dishonesty. Learners should examine whether advanced techniques and technologies are
required to detect plagiarism in the majority of submitted assignments and works.

The exam should be timed to ensure that the learner completes the required information
in a reasonable amount of time (Palloff & Pratt, 2009). All sorts of dishonesty will be
discouraged during online learning procedures using these methods.

The qualified students should be able to complete the examinations and receive academic
certifications as a result. These approaches will deal with the ethical challenges that come
with online learning.

E. Students’ Perceptions towards the Quality of Online Education: A Qualitative

Approach
 With the fast development of the Internet, many colleges and universities have
offered online courses as a viable alternative to traditional face-to-face instruction.
However, considerable concerns and problems have developed, particularly as it relates
to the quality of online education. Online education, according to Harasim (1989), is a
new domain of learning that combines distance education with the practice of face-to-
face instruction utilizing computer-mediated communication. Ascough (2002) suggested
that online education has the following features: (a) it provides a learning experience
different than in the traditional classroom because learners are different, the
communication is via computer and World Wide Web, participation in classroom by
learners are different, the social dynamic of the learning environment is changed, and
discrimination and prejudice are minimized. New technologies, the Internet, streaming
video, net-meeting etc. now makes higher education more accessible and affordable for
many students, and for those who would have been unable to pursue higher education in a
traditional in-class setting (Bianco & Carr-Chellman, 2002). Consequently, online
learning has now become an integral part of higher education institutions’ expanding
curriculum. The term online education is often associated with Internet education, virtual
education, cyber-learning, and asynchronous learning (Office of Sustainable
Development, 2000). Kearsly (2000) reported the following themes that shape online
education: collaboration, connectivity, student-centeredness, unboundedness, community,
exploration, shared knowledge, multisensory experience, and authenticity. Volery (2000)
also concluded that online delivery is a form of distributed learning enabled by the
Internet. According to Paulsen (2002), online education is characterized by:· the
separation of teachers and learners (which distinguishes it from face-to-face education), ·
the influence of an educational organization (which distinguishes it from self-study and
private tutoring), · the use of a computer network to present or distribute some
educational content · the provision of two-way communication via a computer network
so that students may benefit from communication with each other, teachers, and staff.
Online courses and degrees have been widely adopted by higher education institutions as
another method to substitute traditional classroom instruction. Allen and Seaman’s
(2003) recent survey on online education delivered by higher education institutions in the
United States, found that at least 80% of the course content delivered by those institutions
were delivered online. Regardless of the definition, an early indication of the widespread
popularity of 862 online education courses can be found in a survey conducted by the
U.S. Department of Education, which revealed that more than 54,000 online education
courses were being offered in 1998, with over 1.6 million students enrolled (cited in
Lewis, et al., 1999). In a more recent study, Allen and Seaman (2003) reported that: over
1.6 million students took at least one online course during the Fall of 2002, (b) over one-
third of these students (578,000) took all of their courses online, among all U.S. higher
education students in Fall 2002, 11 percent took at least one online course, and among
those students at institutions where online courses were offered, 13 percent took at least
one online course.
F. Ethical Issues in Online Learning
Students can learn and get education from any corner of the world, they just have
to search the study material according to the need of their course and subject they have
chosen and they can get all the study materials, assignments, research paper, videos,
lectures, exam papers, etc. Today students can have multiple options due to online
learning and they are free from the shackles of studying from one individual whether
he/she is able to teach or not. Today a student can choose any online education app like
classroom app to learn the knowledge and subject whichever he/she wants. Students get a
lot of options and information about any topic on any such classroom app. Students get
the option to choose their learning and study materials according to their level of learning
and interest. The only pro and con which bothers and makes teachers and students happy
and sad also according to the situation, is availability of internet networks.

Guidance of teachers and instructions of parents can always guide students on a

progressive path. There are also some legal issues of data protection, copyright and
licensing which can be handled if proper guidance and instructions are provided to the
students on how to use the internet only for study purposes.
Apart from this plagiarism is also an ethical issue where students copy study
materials from various websites and paste them in their assignments, research papers of
academic papers instead of doing hard work and search material regarding the topic
which has been given to them to write.

When tutor and learner continuously keep on staying in touch through a virtual world of
online learning and teaching then gradually, they become far away from face-to face
interaction. Online learning is a boon which should be provided to each and every student
today.
 CHAPTER III

METHODOLOGY
Research Method

The study will use descriptive method. Descriptive research will be used in
describing the ethical issues in online learning and its effects to the students and teachers
of Data Center College of the Philippines Inc. Laoag City.

Sources of Data

The data this study will be coming from the students (a questionnaire
checklist will be distributed), books and internet.

Respondents of the Study

This study will be conducted in Data Center College of the Philippines Inc.
Laoag City, Philippines. Students of Grade 11 CGV will be randomly selected
which will serve as a respondent of the study.

Research Instrument

The data of this research will be gathered through the use of questionnaire
which was prepared and validated by the researchers with the approval of the
research adviser.
Data Gathering Procedure

After the approval of the questionnaire, the researchers will coordinate to the
President of Data Center College of the Philippines Inc. Laoag City. When the
permission is granted, the researchers will personally administer the questionnaire
to the selected Students of the said school.

Treatment of the Data

The profile of respondent will be analyzed using the frequency and

percentage. Ethical behavior of Students and the issues in implementing online
learning will be analyze using the weighted mean.

To interpret the data, the following scale will be used;

Point Values Range of Values Descriptive Interpretation

5 4.21-5.0 Strongly Agree (SA)

4 3.41-4.20 Agree (A)

3 2.61-3.40 Neutral (N)

2 1.81-2.60 Disagree (DA)

1 1.0-1.80 Strongly Disagree (SDA)

 CHAPTER IV
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the data gathered together with the researcher’s
interpretation and analysis.

Table 1. Profile of the respondents

Variables Frequency Percentage
a. Gender
Male 19 46.3%
Female 22 53.7%

Gender. Based on the Table most of the respondents are Female with a frequency of 22 or
53.7% while Male has 19 or 46.3%. It shows in the findings that most of the Grade 12 Students
in Data Center College of the Philippines in terms of sex variables are Female.
 Table 2. Internet Connection
Variables Frequency Percentage
b. Internet
connection
Mobile Data 20 49.8%
Wi-Fi 21 51.2%

The table shows the Internet Connection of the respondents. Based on the
table, Wi-fi have the highest frequency of 21 or 51.2%. It is followed by the
Mobile Data with a frequency of 20 or 49.8%.

Table 2. Ethical Issues of CGV in Online Learning.

SA A N D SD MEAN LEVEL OF
AGREEMENT
1. Attempt to cheat during 2 4 4 1 3.18 NEUTRAL
quiz.
2. Copy articles from internet 11 4 AGREE
sites.
3. Non-compliance with the 1 6 4 1.45 STRONGLY
output.
DISAGREE
4. Lack of comprehensions 1 1 5 4 2.55 DISAGREE
on the topics.
5. Not interested in Online 1 1 5 4 2.55 DISAGREE
Classes.
6. Omission in Online 2 9 1.73 STRONGLY
Classes.
DISAGREE
7. Not contributing to the 2 9 1.73 STRONGLY
group work.
 DISAGREE
8. Academic Dishonesty. 2 4 4 1 3.18 NEUTRAL

9. Reluctant to think, write 2 4 4 1 3.18 NEUTRAL

and answers on their own.
10. Level of home privacy. 2 9 1.73 STRONGLY

DISAGREE
AVERAGE WEIGHTED
MEAN DURING ONLINE
2.53 DISAGREE
CLASSES

The data shown in the table describes the level of agreement of the CGV
students of Data Center College of the Philippines about ethical issues in online
classes. Out of forty (11) respondents, issue number 1: Attempt to cheat during
quiz has a mean of 3.18 which has the level of agreement "Neutral". In issue
number 2: Copy articles from internet sites have a 4 mean which has the level of
agreement "Agree". As well as issue number 3: Non-compliance with the output
has a mean of 1.45 which has the level of agreement "Strongly Disagree". Issue
number 4: Lack of comprehension on the topic has a mean of 2.55 which has the
level of agreement "Disagree". Furthermore, issue number 5: Not interested in
online class has a mean of 2.55 also but it has the level of agreement "Disagree"
which means, 80% of CGV students are still interested in joining or attending their
online classes. Issue number 6: Omission in online classes has a mean of 1.73 as
well and it has the level of agreement "Strongly Disagree". Issue number 7: Not
contributing to the group work has a mean of 1.73 which has the level of
agreement "Strongly Disagree". Issue number 8: Academic dishonesty has a mean
of 3.18 which has the level of agreement "Neutral". Moreover, issue number 9:
Reluctant to think, write, and answer on their own has a mean of 3.18 which has
the level of agreement " Neutral". Issue number 10: Privacy has a mean of 1.73
which has the level of agreement "Strongly Disagree".
The average weighted mean of the CGV students of Data Center College of the
Philippines about their ethical issues during online classes is 2.53, according to the
results of the acquired data.

A decision, scenario, or conduct runs counter to the moral norms of a society.

Moral principles are rules that people follow to ensure that they are doing ethically.
Honesty, fairness, and equality are all examples of this. Integrity challenges,
organizational connection issues, and conflicts of interest are some of the reasons
of ethical issues.
 CHAPTER V
SUMMARY, CONCLUSION AND INTERPRETATION

Ethical issues is a decision, scenario, or conduct runs counter to the moral

norms of a society. Moral principles are rules that people follow to ensure that they
are doing ethically. Honesty, fairness, and equality are all examples of this.
Integrity challenges, organizational connection issues, and conflicts of interest are
some of the reasons of ethical issues.

There is no question that plenty of ethical issues exist today in the world of
education. Whether we talk about public or private education centers, ethical issues
like these and more need to be tackled. But more needs to be done when it comes
to other concerns.

Every teachers need to be aware of such issues so that they are able to tackle
them in their classes. Treating students from diverse backgrounds in an equal.
Employing a second chance policy where applicable, and grading work fairly are
all things that need to be done in order to tackle some of the issues that plague the
education system of today. Where there is a problem, there is always a solution.
 RECOMMENDATION
The effort to engage students on an online platform requires a lot of preparation in
terms of creating content for the lectures. To add to this, there are several barriers
to effective online discourse. For example, in a virtual class, we can pinpoint
students and ask them to reciprocate with queries but excepting, a few may not
many would participate. The reasons for this can many. Sometimes students do not
participate because of boredom and because they are tired of listening to online
lecture from morning to evening. Moreover, meeting their peers in person acts as a
motivator for students to participate willingly in the class, but unfortunately, this is
missing in a virtual classroom. This can lead to nervous tension both for the
student and for the educator. Also, just the voice-over and the webcam prove to be
inadequate in terms of reaching out to the students and this can create a void in the
faculty-student relationship. In such cases the educator needs to be constantly
prepared with more resources to manage the session.

So, with these two barriers in online learning it becomes difficult for the teachers
to fuel the enthusiasm in learners to learn and participate in online learning. But
there are solutions to these ethical issues. Some simple tips can be helpful:
 Being empathetic, a very useful tip is being empathetic to the students and
creating an environment of trust wherein students can feel free to share their
concerns with the educator. Thus, building trust is crucial and this happens
only when students feel that the educator ha added value to their learning. Also,
when educators quickly respond to student queries via mail, chats or phone
then the trust is retained and they come back for more, thus, sustaining the
learning process. In these difficult and challenging times, it is important that
educators create psycho-social support for their students and encourage them to
be hungry for more learning and gaining knowledge.
 Well-planned lectures, educators can also combat their weariness by creating
well-planned lectures the are simple and easily understood by the students.
Further, practical applications for each topic can be designed so that students
believe in what they are learning.
 Appropriate assessment methods, during the assessment period, it is necessary
to have various methods to deter all forms of dishonesty. During the
assessment process, examiners should use various methods to ensure the right
person is assessed. Examiners should employ various accreditation procedures
to minimize chances of academic dishonestly. For instance, the assessment can
be through online conferencing. This will ensure the registered students
complete the assessment process. The examiner can use electronic
conferencing to verify the image of the student. This will ensure the right
person completes the assessment process. The assessment method should be
able to minimize all forms of dishonesty. During online learning, the exam
should be time-framed to ensure the student finishes the exercise within a given
time. The approach will reduce the possibilities of cheating.
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