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The main purpose of this study is to quantitatively identify the most recurrent ethical challenges instructors usually encounter in their online teaching and the most effective strategies to solve and avoid these challenges. Among the faculty members, 52% stated that they encountered certain ethical challenges in their teaching. Although ANOVA tests showed that there is no significant difference between instructors with different academic degrees and different teaching experiences. This shows that that the probability of these challenges could occur in online learning environments regardless instructors’ academic degree or online teaching experiences.
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Stored only when both papers are in the corpus — 12 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
Imported from OpenAlex (CC0) — nothing here is generated.