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Student Ethical Behaviors in Online Classes

Article This study is aimed at investigating the ethical behaviors performed by students in online classes. It is descriptive qualitative research. Observation and questionnaires as well as informal interviews for lecturers and students are the tools of data collection. 10 lecturers and 66 students participated in this research. Only a small number of lecturers (<37.5%) stated that the students always show discipline, manner, engagement, honesty, responsibility, creativity, innovation, adaptive with technology whereas many students (77.84%) said that they were always disciplined and responsible in online classes. About creativity, innovation, adaptive to technology, according to some of the lecturers (65%), students sometimes have a good internet connection during online class, use a headset with headphones and a microphone to get audio quality, and prevent disruptions to others. However, not many students (less than 50%) stated that they have a good internet connection during online class, use a headset with headphones and a microphone to get audio quality and prevent disruptions to others. In conclusion, the ethical behaviors of students in an online class in the English Education Study Program of FKIP UNTAN are not always discipline, good manner, engaged, honest, responsible, creative to technology, and good communication with lecturers and peers.

Mutual respect, fairness, tolerance, and goodwill are the foundations of this ethics. In other words, ethics is also applied to classroom learning in both virtual and conventional classes. Therefore, both students and teachers are expected to know and follow acceptable ethical norms to create a conducive and optimal learning atmosphere where both lecturers and students know their role and have an obligation to carry it out. In addition, applying ethics can strengthen the character of student teachers to become good models for their students in the future.
In connection with this, appropriate behavior that applies to conventional classes should also be applied to online classes even more than the application of behavior in conventional classes because according to Anderson and Simpson (2007) ethical problems in online classrooms are more complex to deal with because the use of technology in online classes can reinforce difficulties in monitoring problems. If lecturers are concerned that students are showing academic dishonesty in traditional classrooms, then those concerns should be raised in online classrooms where "psychological distance" can increase academic dishonesty. For example, in a face-to-face classroom, lecturers can ensure that the work submitted by students is their own especially when they are given a handwritten assignment. This, however, becomes a challenge in an e-learning class because it is unlikely that e-Teacher can validate positively if the assignment submitted online is the work of a student or someone else. Thus, there is an urgent need to uphold ethical conformity in e-Learning.
The preparation of being a teacher is a very important endeavor. In English education Study Program of FKIP UNTAN the student teachers are trained not only for mastering the cognitive aspects of language teaching and learning but also positive behavior because they are English teacher candidates who will be the model for their students. Therefore, the investigation of student-teacher behavior in online classes is critical to the preparation of successful English student teachers and should be considered a must in a teacher education program. Several researchers have examined qualitatively and quantitatively students' behavior towards online classes (Dhahir, 2020;Mariah et al, 2019;Cragg, 2008;Muhtar, 2018). However, there is little literature investigating ethical behavior for student teachers or teacher candidates. This study has investigated how the ethical behaviors performed by the English student-teachers in the English Education Study Program of the University of Tanjungpura in Indonesia.

Ethics and E-classes
Ethics can be defined as rules for conduct. In other words, Ethics is a set of rules, principles, or ways of thinking as a code of conduct to judge right or wrong behavior. Ethics can determine the proper practice of conduct and the greater good. The conclusion is that ethics is a set of principles for good human behavior. Good behavior is an act to do what is considered morally correct following applicable regulations. Morals are rules of conduct based on right or wrong. For example, for a student following the rules set by the faculty, he/she has performed good moral behavior. Good behavior is following acceptable standards and rules.
Delivering presentation his materials of the work and not copying paste from the writings of others is good behavior. In society, good behavior for example follows the laws of society and is in accordance with social order.
Good behavior has been taught since childhood and gradually becomes innate as an adult. Most people learn right and wrong in their homes during their childhood and from their environment. For example, lying is an unwise act.
For parents children who act of lying will be given punishment.
Rules about right and wrong behavior are indispensable not only in teaching offline classes but also in online classes. Ethics rules in online classes should be in the norm that is applied on campus so that students are expected to follow the rules set by the university. Rules can consist of for example about time, tasks, how to interact with classmates and lecturers where ethical behavior should be maintained, or attitude responsible for the integrity of the task given by the lecturer.
It is expected that with the rules on ethics following the online classes, students are expected to be able to discipline themselves to time management because time is very important in influencing ethical principles. Students can find ways to learn and take responsibility for their learning. They can be learners who can direct themselves. "Selfdirected learning is a learning process in which students can take important initiatives to plan, implement, and evaluate their own learning experience" (Merriam et al., 2007).
When attending online lectures, they have to be ready to commit to becoming independent learners. E-Learners are expected to be independent and self-directed (Kabilan, 2014). Intrinsic motivation, self-discipline, and commitment are basic traits for students studying online. The absence of face-to-face interaction in online classrooms does not mean the absence of visual cues in the communication process" (Kabilan, 2014). In addition, they should be able to synthesize information and reflect on learning materials obtained online.
Ethics in online classrooms are to maintain self-integrity and academic honesty in a learning environment that risks giving the space for academic dishonesty despite innate deterrents (such as requirements for authenticity reports for all assignments). Students have a responsibility to know the rules and regulations of the institution and comply with them. In online interactions, e-learners are people who actively participate in discussion forums.
When engaging in online discussions, they avoid using negative, or overly critical comments but should support each other and fellow e-Learners in seeking information, feedback, and finding the source of online learning materials (Camuse, 2010).
Ethically behaved e-Learners will create a sense of friendship through the exchange of positive ideas and be able to invite other students to engage in discussions. There is openness to new ideas and do not feel threatened by such openness. E-Learners will be motivated to participate voluntarily to enrich the online learning experience.
In other words, humility coupled with a desire to share information is the characteristic of the ethical behavior of online students. In an atmosphere of mutual trust and mutual respect, e-lecturers can play a role in facilitating, ensuring that the discussions remain on the right track and members of relevant questions to spur dialogue to be more meaningful. Ideally, lecturers only mediate healthy arguments that inevitably appear in online academic discussions.
In the university, the code of ethics is usually written in the student handbook which contains a set of guidelines that governs the rules to be followed. In a university, there will be the institution's code of ethics. The code of ethics categories consists of the following: (a) discipline (b) manner (c) student engagement (d) honesty (e) responsibility. Usually, the code of ethics is written in the student handbook.

Method
This is a case study of descriptive qualitative research that will investigate the ethical behavior of student teachers.
It is a qualitative study that allows the researcher strived to understand the meaning constructed by student teachers. Through one semester of observation on the online classes, the description of the ethical behavior of students has been investigated. The population of the research is all lecturers and students at the English Education Study Program of FKIP UNTAN Pontianak. There were 10 English Lecturers and 66 students taken as the sample of this research. The sample of the research from lecturers has been selected based on the following criteria: a) Holding online classes b) Using varieties of platforms c) Giving at least four online classes.

d) They are English lecturers
Whereas sample from student teachers has been selected based on the following criteria: a) Joining online classes in TEFL Methodology, Seminar Research Design, and Microteaching in the academic year 2020/2021. b) English student teachers. The data collection that is applied is students' and teachers' questionnaires, observation, and formal talk with lecturers about how ethical behavior of students in online classes.
The quantitative data from students' and teachers' questionnaires were analyzed based on the ethical behavior rules namely discipline, manner, student engagement, honesty, responsibility, creativity, innovation, adaptive with technology, and language transfer. Next, the researcher analyzed each code and calculated the percentage. The next step is to organize thoughts and ideas based on the result of the analysis. The researcher then determined which codes focus thoughts and ideas about each research question. The researcher has analyzed the questionnaires distributed to the lecturers and student teachers as the primary data. The instrument of the questionnaire can be seen in Table 1. The online class observations were collected, analyzed, coded, and stored every day from May the 1st to July 31st, 2021 as secondary data. Un-muted when they wish to speak.
Mute their audio to reduce background noise for all participants.
Turning mobile phones off.

Results
The results obtained are discussed in the view of the fundamental aims of the research namely how are the English student teachers 'ethical behaviors in online classes observed by lecturers? and how are the English student teachers' ethical behaviors in online classes observed by students? The data have been collected and analyzed to find out how the English student teachers' ethical behaviors in online classes are observed by lecturers and how the English student teachers' ethical behaviors in online classes are observed by students. The following data shown in Table 3 -18 were collected to enable the researcher to provide answers to the research questions raised in the study. To this end, data gathered were analyzed and presented based on the research questions.

The English Student Teachers' Ethical Behaviors in Online Classes Observed by Lecturers
To find out the English student teachers' ethical behaviors in online classes observed by lecturers, the researcher has analyzed the responses of questionnaires distributed to 10 English lecturers. These 10 lecturers are active in applying synchronous and asynchronous in their teaching. Table 2 below is the result of the analysis calculated by percentages: Based on Table 2, there is a small number of lecturers (>37.5%) stated that the students were always disciplined, good manner and engaged, honest, responsible, creative, innovative, adaptive with technology. Many lecturers (70-73%) stated that the students sometimes were honest, responsible, and good at using language in oral and written.

Student Discipline in Online Classes Observed by Lecturers
This research also analyzed specifically each indicator of ethical behavior of students in online classes. Table 3 below is the result of the analysis based on the discipline indicators. Table 3 shows that 70% of lecturers observed that the students in online classes sometimes get to the online class on time and join the class from beginning to end. 60% of lecturers stated that the student teachers always fill out online attendance but there is only a small number of lecturers stated that the student teachers always turn on the camera and join the class from beginning to the end.

Student Manner in Online Classes Observed by Lecturers
Manner is also investigated in this study. The manner which is observed is wearing an appropriate dress when attending the class, the appropriateness of virtual background used, using a 'virtual hand 'Raise when asking, finding a non-disturbing environment, and smiling and energetic face performance. Table 4 below indicated that 60-70% of lecturers observed that students did not always display appropriate virtual backgrounds, did not always find a non-disturbing environment, and did not always show smiling and energetic faces. In addition, 40-50% of lectures said that the student teachers sometimes wear an appropriate dress when attending the class and use a 'virtual hand 'Raise when asking. In an essence, students were not always wearing an appropriate dress when attending the class and used a 'virtual hand 'Raise when asking. Few lecturers (10-20%) stated that student teachers always used a 'virtual hand 'Raise when asking and they performed smiling and energetic faces. The Student Engagement in Online Classes Observed by Lecturers Table 5 shows the student engagement in online classes observed by lecturers. 70% of lecturers stated that the student teachers always respect the lecturers who have teaching authority. For the critical thinking performance, 70% of lecturers stated that sometimes the student teachers show critical thinking whereas 30% said that the students rarely showed critical thinking skills. 50% of teachers stated that the student teachers always stayed seated during online classes whereas another 50% stated that the student teachers sometimes stayed seated during online classes.

Student Responsibility in Online classes Observed by Lecturers
Most of the lecturers (80-90%) said that students sometimes show their responsibility in online classes namely completing their work and keeping a record of sources to avoid plagiarism; putting the citation in the essay and on the reference page to avoid plagiarism; submitting assignment based on the time set by lecturers (see Table   7). 70% of lecturers observed that the students make any contact with the lecturers ahead of time when they had an emergency or illness.

Student Creativity, Innovation, Adaptation with Technology in Online Classes Observed by Lecturers
Most of the lecturers (90 %) identified that the students sometimes show their creativity, innovation, adaptation to technology (see Table 8). A half number of lecturers stated that students always mute their audio to reduce background noise for all participants but the other half said that students sometimes muted their audio to reduce background noise for all participants. 60% of lecturers identified the students turn mobile phones off.  Table 9 displays that students sometimes use good language in online classes. 50% of lecturers said that the students sometimes use a good tone by selecting the correct words. 70% of lecturers the students sometimes were good in oral communication with lecturers and peers and written communication with peers. Most lectures agreed that students sometimes were good at written communication with lecturers.

The English Student Teachers Ethical Behaviors in Online Classes Observed by Students
To find out the English student teachers' ethical behaviors in online classes observed by students, the researcher has analyzed the responses of questionnaires distributed to 66 English student teachers. These 66 English student-teachers were taking TEFL, Seminar Research Design, and Micro Teaching subjects. The result of the analysis calculated by percentages shown in Table 10. Based on Table 10, only a small number of students stated that they were always in a good manner, engaged, honest, creative, innovative, and adaptive in online classes but many of them (65.025%-77.84%) said that they were always disciplined and responsible in online classes. None of them said that they never discipline and used transformational language. Table 11 shows that 70-90% of students said that they were always disciplined. They always get to the online class on time (71%) and join the class from beginning to end (93.8%). Many of them (65.6%) also said that they filled out the online attendance and sometimes they turn on the camera (60.9%).  Table 12 shows that 76.6% of students stated that they were always wearing an appropriate dress when attending the class. 50% of students said that they were always using an appropriate virtual background that was not distracting for lecturer and classmates and always performed smiling and energetic face.  Table 13 shows the student teachers' engagement observed by students themselves. It displays most students (87.5%) stated that they stayed seated during online classes. Many of the students (73.4%) sometimes do not dominate others in asking or giving comments. Only a few student teachers never dominated other students in asking or comments. Less than 50% of students said that they always respected lecturers who have teaching authority.

Student Honesty in Online Classes Observed by Students
The student honesty can be seen in Table 14. Many students (76.6%) said that they never use others' work as his/her original work for their assignments given by lecturers. They (73.4%) also never Copied/imitated peer work. A half number of students said that they knew how to document sources, place a citation in their work, and know-how to cite sources, paraphrase information and cite the sources.

Student Responsibility in Online Classes Observed by Students
The result of the analysis on student responsibility can be seen in Table 15. Most of the students (87.5) said that they always submit their assignments based on the time set by lecturers and many of them (78.1) said that when writing essays and citing sources, they always put the citation in the essay and on the reference page to avoid plagiarism. About 60% of students said that they always contact lecturers ahead of time when they have an emergency or illness privately via email or WA to determine a plan to make up the missed work if they miss a class.

Student Creativity, Innovation, Adaptation with Technology in Online Classes Observed by Students
To identify the student creativity, innovation, and adaptation with technology observed by students is displayed in Table 16. It can be seen in this table that most of the students (>80%) stated that they always take responsibility for learning by a willingness to listen, ask appropriate questions, and do their assignments seriously. They also sometimes had good internet connections during an online class. It is about 50% of students said that they sometimes used a headset with headphones and a microphone to get audio quality and prevent disruptions to others and turn mobile phones off.  Table 17 shows most of the students stated that they always had good written communication with lecturers but only some of them (68.8%) thought that they always had good oral communication. Most of the students said that they always had good oral as well as written communication with their classmates.

Discussion
To be successful in living everyone must follow the community rules. Ethics are defined as rules of conduct.
When people exhibit acceptable practices in society and under governing bodies of instruction, People are delivering patterns of what is considered acceptable, good behavior. Their moral reasoning can help in the decision-making process and selecting choices that work in their favor. Following a code of ethics is a great start in meeting ethical requirements in higher education. Students at the university need to locate information on netiquette rules and academic requirements so that they can comply with and understand expectations. In addition, self-directed learning consists of planning, carrying out, and evaluating learning practices to meet goals. Selfdirected learning is self-guided behavior that the adult learner implements to be responsible and structured in higher education. Following a combination of these ethical practices can help students, as adult learners, make good to perform ethical behavior in online classes.
Ethical subjectivism is the belief that ethics are simply statements of personal opinions and personal attitudes.
Ethical cultural relativism is the belief that right and wrong are culturally based for individuals. Ethical utilitarianism is the belief that the consequences of an action are the foundation of ethics. Kantian ethics is the belief that the principles that people live by should be those exhibited by their practical reason. It is important to be mindful of these theories for students, when interacting with others in online classes, to establish a rapport with peers and help communication flow smoothly.
Individuals have different backgrounds, experiences, and beliefs that make up their moral characters and these could influence behavioral patterns and expression in classes. Critical thinking is a thought process that involves gathering and evaluating information to make decisions and solve problems encountered. It is necessary to apply critical thinking when students are composing responses in class, completing assignments, and managing time to meet their goals of the study. Stephen Brookfield (1987) defined four characteristics of applying critical thinking when making decisions: (a) identifying and challenging assumptions, (b) challenging the importance of context, (c) trying to imagine and explore alternatives, and (d) reflective skepticism. Students must be aware of their assumptions and inferences, removing them from thought processes, or researching the truth of the situation can influence to make a decision and help to make better decisions.
Plagiarism involves the act of using others' work and trying to pass it off as our original work. Essentially, plagiarism is stealing another person's work or ideas. It can occur intentionally and unintentionally. Students should know how to document their sources and that is called placing a citation in their work. When students understand how to cite sources and when they paraphrase information and cite the source, these steps help reduce plagiarism. Students should complete their work in class and keep a record of sources to avoid plagiarism. When writing essays and citing sources, students should put the citation in the essay and on the reference page to avoid plagiarism. Moral dilemmas can occur online. Online students should know how to respond to diverse issues online and have a good sense of self-efficacy. Self-efficacy is a personal belief regarding how to control events in life. Online classes are not psychological centers but a place for learning. The lecturers facilitate the class, not to solve student personal problems or read excuses for missed or late assignments. It is students' responsibility to do their work and avoid excuses. Communication in online classes is through correspondence. Therefore, it is important to co-compose diplomatic messages.
The messages can carry a tone, so selecting the correct words can make a difference in online communication.
Communications with lecturers and peers are the majority of messages in the online classroom. Individuals have different personality styles that can impact communication as well. When someone is mindful of different styles of behavior, they can be more tolerant of others in online classes.

Conclusion
The online class has been global since the pandemic. Students from elementary to higher education participate in online classes including English student-teachers at the English Education Study Program of Tanjungpura University. This study has investigated the ethical behaviors performed by English student-teachers during their participation in online classes. The results of the research indicate that there is a small number of lecturers (>37.5%) stated that the students were always disciplined, good manner and engaged, honest, responsible, creative, innovative, adaptive with technology. Many lecturers (70-73%) stated that the students were not always honest, responsible, and good at using language in oral and written in online classes. However, the students stated contradictorily with the lecturers' statements. Many students (77.84%) said that they were always disciplined and responsible in online classes and only a small number of students stated that they were not always in a good manner, engaged, honest, creative, innovative, and adaptive in online classes. Based on professional talk with lecturers and student interviews it is found out that the lecturers and the students admitted that the students sometimes used inappropriate virtual backgrounds which distracts lecturer and classmates. The students sometimes were in a disturbing environment, with no smile and energetic face, and attached inappropriate photo profiles. The students and the lecturers stated that the students sometimes engaged during online classes especially in showing critical thinking. They sometimes have private conversations during an online class. It is a very interesting finding of student honesty. Most lecturers stated that their students were sometimes honest in online learning classes. They sometimes do plagiarism, not mentioning sources or authors in their writing, copying peer work. Students are also not always responsible for their work. They did not submit assignments based on the time set by lecturers, were not always well prepared for joining the online class, not always contact lecturers ahead of time when they have an emergency or illness. Concerning the creative, innovation, adaptive to technology, according to some of the lecturers (65%), students sometimes have good internet connection during online class, use a headset with headphones and a microphone to get audio quality and prevent disruptions to others. However, not many students (<50%) stated that they have a good internet connection during online class, use a headset with headphones and a microphone to get audio quality and prevent disruptions to others. For communication, the students sometimes transform good language. They sometimes are good at oral and written communication with lecturers and peers. In conclusion, the ethical behaviors of student-teachers in the English Education Study Program of FKIP UNTAN are sometimes or not always disciplined, good manner, engaged, honest, responsible, creative to technology, and good communication with lecturers and peers.

Recommendations
As there is a diverse opinion among students and lecturers on ethical behaviors in participating in online classes, it is suggested from this research that the faculty and the English study program should have standard operating procedures to follow by student-teachers so that the students know what they must do in online classes.