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Can Online College Education Make Students Smarter and More Moral? A Preliminary Study of the Effects of Two Online College Course Assignments on Students’ Moral Competence

100%
Klimenko M. A., Surdel N., Muir K., Sofia F.
Ethics in Progress
|
2018
|
vol. 9
|
issue 2
44-55
EN
Higher education institutions in the United States have historically been tasked with the responsibility of scaffolding the moral development of students. Although empirical evidence suggests that attending colleges and universities can foster students’ moral development and reasoning, the effect of online higher education remains mainly unknown. The current study has examined the effect of two online psychology courses, Developmental Psychology and Research Methods Lab, and their respective assignments on students’ moral competence. The findings revealed that students’ moral competence in both courses was improved; this improvement was partly attributed to online group discussions in the Developmental psychology course. No other assignments were found to be significant contributors of students’ moral competence. Limitations and implications of the findings were discussed.
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The Philosophy of Moral Development

86%
Abram A.
Forum Philosophicum
|
2007
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vol. 12
|
issue 1
71-86
EN
This article presents a view of moral development based on the interdisciplinary study of moral psychology and virtue ethics. It suggests that a successful account of moral development has to go beyond what the developmental psychology and virtue ethics advocate and find ways of incorporating ideas, such as “moral failure” and “unpredictability of life.” It proposes to recognize the concept of moral development as an essential concept for ethics, moral philosophy and philosophy of education, and as a useful tool for anyone who wants to engage constructively in dialogues of religions, cultures and personal interaction.
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