| dc.description.abstract | In an era when the distance teaching institution, irrespective of their type, namely single mode, dual mode, mixed mode and consortium, is involved in distance education, for the benefit of the aspirants targeted for each programme of study, which are on offer, this chapter discusses the ethics in the ambit of distance education. After citing reasons for adopting ethics in distance education, the chapter discusses about eight spheres of concern for ethics in distance education, namely Student Support Services (Administration, Admission, Eligibility Criteria/Calibre, Academic counselling and Medium of Instruction); Collaboration (Learner Support Centre, How, why they are selected); Credibility (Employability vs. Continuing Education); Duplication of Efforts (Material Production, Launch of Programmes, Course Writing); Provision of intersystem transfer (Lack for interface to aim transfer); Expertise (Academic activity and Administrative activity); Resources and Research (Who does, How it is done). Genuineness, originality, copyright/patent, Memorandum of understanding kept, and causative agent made predominant are the advantages of facilitating ethics in distance education. The disadvantages of facilitating ethics in distance education are the rules viewed as hindrances, human element given a preference over the credibility, and lack of buffer time. Distance education laid in the foundation of ethics, as viewed from the optimistic person, is that it will become more accommodative without diluting the standards. Irrespective of any comments from the critics, for any distance educator, ethics should be the signpost beyond which things should not go wrong at any cost. Ethics coupled with the scientific method of doing things will spin off the effectiveness of quality maintenance | en_US |
