臺灣博碩士論文加值系統

Corporations have suffered recently from a negative view of the ethics of its business practices. In the Information Technology field, this has lead to Corporate Social Responsibility policies including new “Green IT” initiatives. But ethical duties go beyond environmental responsibilities. Public concerns over the misuse of information in the modern world, especially with the exponential growth of information communication technologies, such as cyberspace, are being loudly expressed. Organizations must effectively train their IT staff in privacy issues. Managers of IT departments must be trained effectively and the universities where they are educated must also seek effective measures. This study will examine how factors, such as learning environment, learning activity, teaching pedagogy, curriculum development, and learning behavior, effect the efficient instruction of ethics. To do this, this study will measure their effects on the development of ethical reasoning, learning effectiveness, and their individual privacy concerns. This study found strengths and weaknesses with both integrated and non-integrated ethics instruction and a strong relationship between social interaction, context, and learning effectiveness.

ACKNOWLEDGEMENTS III
ABSTRACT IV
TABLE OF CONTENTS V
LIST OF TABLES IX
LIST OF FIGURES X
CHAPTER ONE INTRODUCTION 1
1.1 Research Background. 1
1.1.1 Privacy in the Information Age. 2
1.1.2 Privacy Education and the Information Workforce. 5
1.1.3 Ethics and the Effectiveness of Online Education. 9
1.2 Research Motivation. 11
1.3 Research Objectives. 13
1.3.1 Research Questions. 14
1.4 Research Project. 14
1.5 Research Structure. 15
CHAPTER TWO LITERATURE REVIEW 17
2.1 Finding a Place for Cyberethics. 17
2.1.1 Non-Integrated IS Ethics Curriculum. 17
2.1.2 Integrated IS Ethics Curriculum. 17
2.2 The Development of Ethical Reasoning. 19
2.2.1 Theory of Cognitive Development. 19
2.2.2 Theory of Cognitive Moral Development. 21
2.2.3 Stages of Ethical Development. 22
2.2.4 Up the Ethical Ladder. 23
2.2.5 Neo-Kohlbergian Theory. 25
2.2.6 Predictors of Moral Development. 27
2.3 Learning Effectiveness. 28
2.3.1 Behaviorism. 29
2.3.2 Cognitivism. 30
2.3.3 Constructivism. 31
2.4 Constructing the Virtual Classroom. 35
2.4.1 Social Presence. 36
2.4.2 Social Interaction. 36
2.4.3 Collaboration. 38
2.4.4 The Collaborative Model. 39
2.4.5 Measuring Learning Effectiveness. 41
2.4.6 Technology and Learning Environments. 44
2.5 Privacy Concerns. 46
2.5.1 Data Collection. 47
2.5.2 Unauthorized Secondary Use. 47
2.5.3 Errors. 48
2.3.4 Improper Access. 48
2.5.5 The Situational Paradigm. 49
2.5.6 Privacy and Context. 50
2.5.8 Predictors of Privacy Concerns. 50
2.5.7 Curricula, Learning Effectiveness and Privacy Concerns 51
CHAPTER THREE METHODOLOGY 53
3.1 Introduction. 53
3.2 Research Design. 53
3.2.1 Experimental Design. 54
3.2.2 Tasks. 56
3.2.3 Operationalization of Constructs. 58
3.3 Measurement Instruments. 61
3.3.1 Defining Issues Test 2. 62
3.3.2 Privacy Concerns. 64
3.3.3 Perceived Learning Effectiveness. 65
3.3.4 Grades. 65
3.4 Data Analysis. 66
3.4.1 Descriptive Analysis. 66
3.4.2 Reliability Analysis. 66
3.4.3 Analysis of Variance. 67
CHAPTER FOUR RESULTS 68
4.1 Introduction. 68
4.2 Descriptive Analysis. 68
4.3 Reliability Analysis. 70
4.3.1 Privacy Concerns. 70
4.3.2 Perceived Skill Development. 71
4.4 Findings. 72
4.4.1 Mean Comparison Results for Ethical Reasoning. 72
4.4.3 Means Comparison for Social Interaction. 75
4.4.4 Means Comparison for Collaboration. 78
4.4.6 Means Comparison for General and Business IT Contexts. 82
4.4.7 Mean Comparison of Blended and Online Learning Environments. 83
4.4.8 Mean Comparison of Demographic Statistics and Privacy Concerns. 84
4.4.9 Analysis of Hypotheses. 85
CHAPTER FIVE CONCLUSION 87
5.1 Discussion 87
5.1.1 Ethical Development 88
5.1.2 Measures of Learning Effectiveness. 89
5.1.3 Overall Learning Effectiveness. 90
5.1.4 Learning Effectiveness and Learning Environment 91
5.1.5 Learning Effectiveness and Learning Activity. 91
5.1.6 Learning Effectiveness and Learning Behavior. 92
5.1.3 Privacy Concerns. 93
5.2 Research Limitations. 93
5.3 Recommendations for Further Study. 94
5.4 Conclusion. 95
REFERENCES 96
APPENDICES 103
Appendix 1: Defining Issues Test. 103
Appendix 2: Privacy Concerns Questionnaire. 122
Appendix 3: Perceived Skill Development Questionnaire. 124
Appendix 5: Personal Information. 125

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