Comparative Analysis of Two Conceptual Frameworks for E-learning Ethics

Although e-learning provides abilities and potential facilities to develop the scientific and educational boundaries, but likely how these changes and developments affect the boundaries, it's not explicit for us. So, the ambiguities lead to appear pervasive social and ethical problems and issues around the technological artifact. Attention to the relation between e-learning and society (as a target population) is very important to achieve new conceptualization related to the e-learning ethics. Therefore, to explain the normative relation between e-learning and society, it could suggest some proper conceptual frameworks for the e-learning ethics, so that the suggestion is main goal of the e-learning ethics. In this article, in order to define and analytic study of alternative conceptual frameworks in the e-learning ethics based on two philosophical approaches, namely technological determinism and social construction of technology, Jefferies-Stahl-McRobb analytical model provides the analytic comparison ground. According to the philosophical approaches, finally, after analyzing nature of e-learning ethics, these are achieved alternative definitions of e-learning ethics based on the trilogy model of pedagogy, information ethics, and ethics.