The growing trend of shifting from classroom to distance learning in ethics education programs raises the need to examine ways for adapting best instructional practices to online modes. To address this need, the current study was set to apply a social constructivist approach to an online course in research ethics and to examine its effect on the learning outcomes of science and engineering graduate students. The study applied a pre-test post-test quasi-experimental research design within a framework of a mixed-methods approach. The study compared the learning outcomes of students who participated in a social constructivist online course (N = 175) with those who studied in a conventional online course (N = 170). The data were collected via questionnaires and interviews. The findings indicated that both the conventional and the social constructivist online learners gained knowledge of facts and regulations. Yet, the social constructivist learners were more successful in demonstrating knowledge of practices that are used to establish research ethics, and in understanding the importance of conducting research in a responsible manner. The social constructivist online learners were also more successful in demonstrating awareness of ethical dilemmas, by identifying ethical dilemmas and providing solutions to ethical problems.

道德教育计划从课堂学习转向远程学习的日益增长的趋势提出了研究使最佳教学实践适应在线模式的方法的必要性。为了满足这一需求，本研究将社会建构主义方法应用于研究伦理的在线课程，并检查其对科学和工程研究生学习成果的影响。该研究在混合方法方法的框架内应用了前测后测准实验研究设计。该研究比较了参加社会建构主义在线课程的学生 (N = 175) 与参加传统在线课程的学生 (N = 170) 的学习成果。数据是通过问卷调查和访谈收集的。研究结果表明，传统和社会建构主义在线学习者都获得了事实和法规的知识。然而，社会建构主义学习者更成功地展示了用于建立研究伦理的实践知识，并理解以负责任的方式进行研究的重要性。社会建构主义在线学习者通过识别道德困境并提供道德问题的解决方案，也更成功地展示了对道德困境的认识。