Promoting Engagement in Remote Computing Ethics Education

Abstract

Remote delivery of course content was a rapid and practical solution to the challenges presented to education by the coronavirus pandemic. However, the solution also provided the opportunity to promote engagement and interaction among a student cohort that was largely disconnected and isolated due to the constraints of the pandemic. Consequently, in this paper the practice of using the Jigsaw active learning design in the delivery of a computing ethics course is reported. The experience, reaction of learners and discussion of the benefits and problems of the learning design are discussed before concluding thoughts are offered.