The purpose of this paper is to depict a model of the interrelationships of key global concepts of content, learning processes, on-line pedagogical knowledge and others as they are nested within the contexts of public, personal and institutional agendas. The model is not comprehensive and there is not attempt in this article to present a once-and-for-all definition of ethics. The model is a starting point for discussion, reflection, professional and institutional goal setting related to the role of on-instruction in traditional settings.

To provide grounding in the development of the proposed model an abbreviated and informal case analysis format is applied to the evolution of on-line instruction at a small Midwestern university, and includes: events and statements as data; interpretation of events and statements as representative of public, personal and institutional agendas; gap analysis between institutional perception and factual data; influences of the ebb and flow of political influence/ethical decision-making on the feasibility of on-line instruction.

The model will comprise a generative diagram that could serve as a guide for intra-institutional discussion of the implications of on-line instruction. The article will end with a set of key questions to which institutions and/or individuals should respond in order to frame ethical action planning and program implementation.