Abstract
This qualitative case study examines the ethical challenges of online teaching and learning in virtual classrooms. Data was collected through interviews and observations, and analyzed using thematic analysis informed by Rest's moral decision-making model. The study reveals that ethical challenges emerge from the complex interplay of technological, social, and pedagogical factors, influenced by broader cultural, institutional, and policy contexts of online education. Factors affecting ethical behavior include online tool features, users' technical skills and digital literacy, virtual community norms, power dynamics, instructional strategies, learning outcomes, regulations, accreditation standards, and ethical codes of conduct. To promote ethical conduct, a multi-faceted approach is recommended, addressing technological, social, pedagogical, institutional, and policy aspects. This includes developing ethical guidelines and training programs for educators and learners, and integrating ethical considerations into online education program design and implementation. Further research is needed to explore and address ethical challenges in online teaching and learning. This study emphasizes the significance of ethics in online education and the importance of proactive measures to tackle ethical issues.
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