Volume 6, Issue 1 (Spring 2023)                   Iranian Journal of Educational Sociology 2023, 6(1): 162-177 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Salehnezhad Behrestaghi S, Rasoli S E, Salimi L. (2023). Identifying the Antecedents and Consequences of Accepting Ethical Responsibility Based on Online Education for Teenagers. Iranian Journal of Educational Sociology. 6(1), 162-177. doi:10.61186/ijes.6.1.162
URL: http://iase-idje.ir/article-1-1233-en.html
1- PhD Student, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran
2- Assistant Professor, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran. (Corresponding Author)
3- Assistant Professor, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran
Abstract:   (880 Views)
Purpose: The purpose of this research was to identify the antecedents and consequences of moral responsibility based on online training for teenagers.
Methodology: This research is fundamental-applied in terms of its purpose; And in terms of the type of data, it was qualitative. The statistical population included the first group, academic experts: professors of Islamic Azad University and Farhangian University and teacher training centers, and the second group, organizational experts: managers, assistants, and educational and research experts of education departments in Tehran. In order to determine the samples, a targeted non-probability sampling method was used, and 20 people were considered as the sample size using the principle of saturation. The data collection tool was semi-structured interviews. The method of data analysis in the qualitative part of theoretical coding was derived from the data theorizing method of Nizamand Foundation.
Findings: The results of the analysis showed that among the 101 indicators (items) available, 18 main components could be identified; Also, the results showed that ethical responsibility includes the components of ethical attitude in education, satisfaction with education, control and accountability. In addition, the factors affecting moral responsibility included culture, structure, teacher, and curriculum.
Conclusion: improving the quality of learning, moral diversity, were introduced as consequences; Management, technological and behavioral mechanisms, including environmental, social and educational platforms and obstacles including technological and educational obstacles were introduced as the results of the research.
Full-Text [PDF 433 kb]   (175 Downloads)    
Type of Study: Research Article | Subject: Special
Received: 2022/11/20 | Accepted: 2023/03/15 | Published: 2023/05/31

1. Ahani Amine Z, And Burqani Farahani, S. (2016). Challenges of social ethics in the field of technology. Ethics in Science and Technology, 41 (11): 7-17.
2. Mint M, Hossein Qoli born H and Mahram B. (2018). Social responsibility of the school; Case study: two secondary schools for girls in Mashhad. New Educational Approaches, 28 (13), 95-120.
3. Khansari M A, Sadeghi R. (2018). Feasibility of moral responsibility towards others in moral egoism. Religious Anthropology, 42 (16): 127-142.
4. Safiri Kh, Cheshmeh A. (2022). Adolescent responsibility and its relationship with socialization practices in the family. Iranian Society of Soci of Education, 1 (1): 103-130.
5. Masoudi M. (2018). Formative and final evaluation in the e-learning environment. Strategic studies of humanities and Islamic sciences, 23 (4): 51-72.
6. Melkiha M and Jamshidian H. (2017). The relationship of moral and social responsibility with the beliefs of a just and unjust world. Ahvaz Branch Islamic Azad University, 4 (42): 65-77.
7. Bhattacharya S, Murthy V, Bhattacharya Sh. (2022). The social and ethical issues of online learning during the pandemic and beyond. Asian Journal of Business Ethics, 11: 275-293. [DOI:10.1007/s13520-022-00148-z] []
8. Blankschaen K. (2020). Social Dimensions of Moral Responsibility, edited by Katrina Hutchison, Catriona Mackenzie, and Marina Oshana. Journal of Moral Philosophy, 241-244. https://doi.org/10.1163/17455243-01702008 [DOI:doi.org/10.1163/17455243-01702008]
9. Boghian I, Popescu CV & Ardeleanu R. (2022). Responsible Online Ethical Teaching in Higher Education During the COVID-19 Pandemic. Scopus, 89, 195-209. https://doi.org/10.1007/978-981-16-1951-9_13 [DOI:covidwho-1353666]
10. Bose Sh. (2020). Ethical Philosophy in "E-Learning." International Journal of Law Management & Humanities, 3 (5). [DOI:2581-5369]
11. Chen T, Dong H, Lin Ch. (2020). Institutional shareholders and corporate social responsibility. Journal of Financial Economics, 135 (2): 483-504. https://doi.org/10.1002/csr.1794 https://doi.org/10.1002/csr.1867 [DOI:10.1002/csr.1814]
12. Lewis S, Whiteside Aimee L & Amy Garrett D. (2014). Autonomy and Responsibility: Online Learning as a Solution for At-Risk High School Students. International Journal of E-Learning & Distance Education, 29 (2).
13. Mata L & Dobrescu T. (2022). (Benefits and Difficulties of Integrating Mobile Technologies in the Academic Learning. Revista Romaneasca pentru Educatie Multidimensionala, 14 (1): 67-82. [DOI:10.18662/rrem/14.1Sup1/537]
14. Muassomah M, et al. (2022). The Academic Demoralization of Students in Online Learning During the COVID-19 Pandemic. Frontiers in Education. [DOI:10.3389/feduc.2022.888393]
15. Poenaru A-G. (2022). Ethical Responsibility of the University Teacher in Online Teaching and Evaluation. Ethical Use of Information Technology in Higher Education, Springer, Singapore, 181-194. [DOI:10.1007/978-981-16-1951-9_12]

Add your comments about this article : Your username or Email:

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | Iranian journal of educational sociology

Designed & Developed by : Yektaweb