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Upon analyzing the literature relative to the instruction of Uniform Standards of Professional Appraisal Practice (USPAP), a gap has appeared concerning the teaching of ethics and morality in the online version of USPAP leading to the following research questions:
 * Gap in the Literature**

Does online instruction of USPAP affect the morality levels of students? If so, which tools are most efficacious in raising morality levels of online students? Does affect play a role in the online instruction of USPAP and morality?
 * Research Questions**


 * Problem Statement**



While quantitative analyses of morality have been conducted both face-to-face and online ( Rest and Narvaez,1999), a specific analysis comparing morality levels of pre-USPAP students with post-USPAP students' morality levels, as measured using Defining Issues Tests (DITs) has not been attempted. Moreover, ways to improve morality instruction online have not been proposed. Given the importance of the appraiser in the overall lending process, and the fact the appraisal fraud can hurt the national economy, measuring and improving the morality level of appraisers is seen as an important societal goal.

Morality levels can be measured using DITs. (( Rest and Narvaez, 1999) Specifically, DIT2 can be used in an online environment. The DIT can be translated into Kohlbergian Morality Levels. (Kohlberg and Lickona, 1976) Two-tailed tests can measure significant differences between pre-USPAP and post-USPAP morality levels.
 * Theories**




 * References**

Kohlberg, L., & Lickona, T. (1976). Moral stages & moralization: the cognitive developmental approach.

Rest, J. R., & Narvaez, D. (1999). DIT2: Devising and testing a revised instrument of moral judgment. Journal of Educational Psychology, 91(4), 644.

The Uniform Standards of Professional Appraisal Practice (2008). Washington DC: The Appraisal Foundation.