دورية أكاديمية
Do Academics and University Administrators Really Know Better? The Ethics of Positioning Student Perspectives in Learning Analytics
| العنوان: | Do Academics and University Administrators Really Know Better? The Ethics of Positioning Student Perspectives in Learning Analytics |
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| اللغة: | English |
| المؤلفون: | West, Deborah (ORCID |
| المصدر: | Australasian Journal of Educational Technology. 2020 36(2):60-70. |
| الإتاحة: | Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, College Administration, Ethics, Student Attitudes, Learning Analytics, Privacy, Informed Consent, Data Collection, Visual Aids, Computer System Design, Student Role, College Students, Foreign Countries |
| مصطلحات جغرافية: | Australia |
| DOI: | 10.14742/ajet.4653 |
| تدمد: | 1449-5554 |
| مستخلص: | Increasingly learning analytics (LA) has begun utilising staff- and student-facing dashboards capturing visualisations to present data to support student success and improve learning and teaching. The use of LA is complex, multifaceted and raises many issues for consideration, including ethical and legal challenges, competing stakeholder views and implementation decisions. It is widely acknowledged that LA development requires input from various stakeholders. This conceptual article explores the LA literature to determine how student perspectives are positioned as dashboards and visualisations are developed. While the sector acknowledges the central role of students, as demonstrated here, much of the literature reflects an academic, "teacher-centric" or institutional view. This view reflects some of the key ethical concerns related to informed consent and the role of power translating to a somewhat paternalistic approach to students. We suggest that as students are the primary stakeholders -- they should be consulted in the development and application of LA. An ethical approach to LA requires that we engage with our students in their learning and the systems and information that support that process rather than assuming we know we know what students want, what their concerns are or how they would like data presented. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الأكسشن: | EJ1256656 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1449-5554 |
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| DOI: | 10.14742/ajet.4653 |