Computer Science and Information Technology Vol. 4(4), pp. 157 - 164
DOI: 10.13189/csit.2016.040404
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Efficacy of Philosophical Ethics Uptake in E-learning

Brendan James Moore ^1,*, Syed Adeel Ahmed ^2
1 College of Continuing Studies, Tulane University, United States
² Department of Medicine-Infectious Diseases, Xavier University of Louisiana, United States

ABSTRACT

E-Learning and Distance Learning has grown as a field over the last twenty years. Business and Universities alike have an interest in being assured that E-Learning can be just as effective as traditional classroom settings. In this paper, seven years of survey data is presented, and analyzed, showing that an analytic, philosophic, ethics courses had noticeable effects on students' who took the course. Students' beliefs about the concepts of rightness and wrongness before taking an online analytic philosophy ethics course noticeably changed after completion of the course, indicating that students are less likely to be Simple Subjectivists after completing an analytic philosophy ethics course.

KEYWORDS
Philosophy, Professional Ethics, Analytic Philosophy, E-learning, Distance Learning, Learning Objectives, Education

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Brendan James Moore , Syed Adeel Ahmed , "Efficacy of Philosophical Ethics Uptake in E-learning," Computer Science and Information Technology, Vol. 4, No. 4, pp. 157 - 164, 2016. DOI: 10.13189/csit.2016.040404.

(b). APA Format:
Brendan James Moore , Syed Adeel Ahmed (2016). Efficacy of Philosophical Ethics Uptake in E-learning. Computer Science and Information Technology, 4(4), 157 - 164. DOI: 10.13189/csit.2016.040404.