Hess, Justin L.Kisselburgh, Lorraine G.Zoltowski, Carla B.Brightman, Andrew O.2017-04-052017-04-052016-06Hess, J. L., & Kisselburgh, L. G., & Zoltowski, C. B., & Brightman, A. O. (2016, June), The Development of Ethical Reasoning: A Comparison of Online versus Hybrid Delivery Modes of Ethics Instruction Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26125https://hdl.handle.net/1805/12196There is a concerted effort to improve online learning opportunities in higher education, including in the domain of engineering ethics. The benefits of online learning include ease in sharing course content, flexibility in the timing of participation, and increased variation in delivery modes for course material. However, the effect of online and hybrid participation on developing ethical reasoning in students is largely unknown, and interactive cases and dialogic learning are central to the pedagogy in ethics courses. An opportunity to fill this knowledge gap occurred while testing a new pedagogy for enhancing ethical reasoning among engineering graduate students, implemented in a graduate-level course over three offerings in Spring 2014, Summer 2014, and Spring 2015. Of the 29 students enrolled, 11 participated on-campus in a weekly class discussion-based lecture, and 18 completed the majority of course activities online. This multi-phase study presents results from a comparative analysis of the differences in ethical reasoning development and perception of course activities across these groups. Both groups of students showed substantial gains in their ethical reasoning development. Furthermore, changes in ethical reasoning were not significantly different when students participated in the on-line only versus an on-line/in-class or “hybrid” format. Nonetheless, analysis from post-course surveys indicated that the hybrid group perceived course activities more favorably than did their on-line only peers. In sum, these results indicate that on-line ethics interventions can be designed to be as impactful in developing ethical reasoning as formats that include an in-class component, although students may be more satisfied with ethics education when they have the opportunity for face-to-face, in-class interaction with peers and instructors.enPublisher Policyethical reasoningethics instructionhybrid deliveryConference proceedings