Active Learning in Applied Ethics Instruction
Abstract
This article discusses an active learning strategy used in an ethics course to direct students into exploring multiple perspectives in case studies. The technique expands upon the collaborative learning "jigsaw" methods described by Johnson, Johnson, and Smith (1991) by adding role-playing and reflective writing. The strategy has been successful in a journalism ethics course and is adaptable to any field in which profession al or applied ethics play a part.
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