British Journal of Educational Technology最新文献

{"title":"An exploration of instructors' perceptions about online proctoring and its value in ensuring academic integrity","authors":"Michele Gribbins,&nbsp;Curtis J. Bonk","doi":"10.1111/bjet.13389","DOIUrl":"10.1111/bjet.13389","url":null,"abstract":"<p>As universities moved to remotely taught courses during the COVID-19 pandemic, the importance of maintaining academic integrity in online environments intensified. In response, this study explores instructors' perceptions about the role of online proctoring as a tool for their courses with the intent of enhancing the understanding of online proctoring's usefulness in ensuring academic integrity and the factors that may be swaying instructors' adoption decisions. An online survey was completed by 158 instructors at a variety of higher education institutions with 118 responding to an open-ended question that allowed respondents to share any additional thoughts about or experiences with using online proctoring. A thematic review of the qualitative comments illustrates the multifaceted impact of online proctoring on instructors and students. Results identified instructors' perceived benefits and challenges of online proctoring to them, their students and the learning process. In addition, instructors voiced numerous legal, ethical and social concerns about the use of online proctoring, including concerns related to students' privacy. Despite these concerns, some instructors identified strong use cases for online proctoring while others provided alternative strategies for ensuring academic integrity in online courses. As institutions consider the role of online proctoring in ensuring academic integrity, a holistic approach that balances instructional design best practices, student-friendly policies and proctoring tools is recommended to serve the complex needs and concerns of instructors, students and their institutions.</p><p>\u0000 \u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"54 6","pages":"1693-1714"},"PeriodicalIF":6.6,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49398829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adoption of learning analytics in higher education institutions: A systematic literature review","authors":"Lucía Márquez,&nbsp;Valeria Henríquez,&nbsp;Henrique Chevreux,&nbsp;Eliana Scheihing,&nbsp;Julio Guerra","doi":"10.1111/bjet.13385","DOIUrl":"10.1111/bjet.13385","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 \u0000 &lt;p&gt;Learning analytics (LA) is an emerging area that has had extensive development in higher education in recent years, focused both on the learning process of students within subjects and on monitoring their trajectories in training programmes. However, most of the developments remain in the pilot phase without reaching institutional adoption. This paper reports the results of a systematic review of the literature carried out with the aim of identifying the factors that influence the adoption of LA, as well as the existing strategies that facilitate such adoption in higher education institutions. The results show that factors for LA adoption are situated in multiple dimensions, including stakeholders at different levels, institutional and pedagogical processes, technical limitations and ethical considerations. This work contributes with a consolidated list of 14 critical factors to be considered to effectively adopt LA tools, addressing planning, strong leadership, collaboration and prioritizing senior management commitment, goal setting, cross-organizational design, educational process redesign, system integration and legacy system linkage. On the other hand, a variety of frameworks, models and approaches are distinguished in the literature to help the adoption of LA, however, none of them cover all the factors involved in such adoption. Therefore, we provide a compilation of strategies that have been used in the literature to reduce the gaps associated with the different factors described.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;LA is a field of research that has had a lot of interest and a wide variety of tools have been developed. Still, it is criticized that they originate more from data availability than from the needs of students, teachers and decision makers.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;LA tools are mostly evaluated on their usability aspects and to a lesser extent on their usefulness to impact learning processes.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The adoption processes of LA in higher education are oriented to specific aspects such as the relevance of the visualizations in the different contexts of application, but they do not address extensively other important aspects involved in such adoption.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;This article seeks to synthesize what has been investigated in the literature regarding the factors that affect the adoption of LA by higher education institutions.&lt;/li&gt;\u0000 \u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 2","pages":"439-459"},"PeriodicalIF":6.6,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49110858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating privacy tensions when responding to online aggression at postsecondary institutions","authors":"Virginia L. Byrne,&nbsp;Juana Hollingsworth,&nbsp;Priya C. Kumar","doi":"10.1111/bjet.13377","DOIUrl":"10.1111/bjet.13377","url":null,"abstract":"<p>Postsecondary institutions have a legal responsibility to ensure that students have access to a safe learning environment. While institutions adopt policies and hire administrators to protect students from harm, many are underprepared to support students when these harmful incidents happen online. This is of increased concern now that online aggression is pervasive across universities worldwide. While faculty, administrators and students agree that online aggression is a significant issue and that institutions ought to provide prevention and response services, there is concern that these efforts might violate privacy norms. We used the theory of privacy as contextual integrity (CI) to explore the tensions that postsecondary students and staff perceive regarding student privacy when responding to incidents of online aggression. To do so, we conducted focus groups with undergraduate students and student affairs administrators from a Historically Black College and University (HBCU) in the Mid-Atlantic USA. Our analysis surfaced three considerations that inform students' and staff's decision to report an incident of online aggression: their closeness to the person making the post, their perception of the online post content as a real threat and their knowledge of an authority figure who could help resolve the situation. We used CI theory to explain how these considerations can inform institutional policy, practice and future research.</p><p>\u0000 \u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"54 6","pages":"1636-1652"},"PeriodicalIF":6.6,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44154923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Speaking proficiency and affective effects in EFL: Vlogging as a social media-integrated activity","authors":"Seunghee Jin","doi":"10.1111/bjet.13381","DOIUrl":"10.1111/bjet.13381","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This study introduces an innovative approach to improving speaking proficiency among Korean EFL learners through the use of vlogs, further evaluating their impact on learners' foreign language speaking anxiety (FLSA) and willingness to communicate (WTC). In this semester-long experiment, 49 university students were divided into an experimental group (&lt;i&gt;n&lt;/i&gt; = 25) and a control group (&lt;i&gt;n&lt;/i&gt; = 24). The former engaged in vlogging activities, while the latter received traditional instruction devoid of social networking. Data were collected via pre- and post-questionnaires on FLSA and WTC, coupled with pre- and posttests assessing speaking skills. Vlogging significantly decreased FLSA and bolstered WTC in Korean EFL learners, demonstrating a marked improvement when contrasted with the control group. Additionally, the experimental group, engaged in vlogging, displayed superior advancement in vocabulary, comprehension, fluency and task proficiency. However, no discernible enhancements were observed in speaking accuracy when compared to the control group. With the evidence of reduced anxiety, increased communication willingness and enhanced speaking proficiency in the vlogging group, this study provides a concrete foundation for EFL teachers to consider integrating vlogging and similar social media-based activities into language instruction. This approach could contribute to creating more engaging and comfortable learning environments, aiding learners in overcoming affective barriers and improving their language skills.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Prior research in second language acquisition probed the impact of social media on diverse language learning areas: vocabulary, intercultural learning, speaking skills, pronunciation and writing skills.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Social media-integrated language learning demonstrated potential in enhancing oral proficiency among English as a Foreign Language (EFL) learners.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Limited research exists exploring the influence of social media, especially vlogging, on EFL learners' speaking skills and affective factors such as Willingness to Communicate (WTC) and speaking anxiety.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;This study demonstrates that a learning environment cultivated via social media, particularly vlogging, improves speaking proficiency and positively influences affective factors like Foreign Language Speaking Anxiety (FLSA) and WTC.&lt;/li&gt;\u0000 \u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 2","pages":"586-604"},"PeriodicalIF":6.6,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43596111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lessons learned from the student dropout patterns on COVID-19 pandemic: An analysis supported by machine learning","authors":"Miriam Pizzatto Colpo,&nbsp;Tiago Thompsen Primo,&nbsp;Marilton Sanchotene de Aguiar","doi":"10.1111/bjet.13380","DOIUrl":"10.1111/bjet.13380","url":null,"abstract":"<p>During the COVID-19 pandemic, the challenges associated with the transition from face-to-face to emergency remote education increased concerns about student dropout. Aligned with this concern, this study investigates the impact of the pandemic on the dropout patterns of 3371 undergraduate students from a Brazilian institution. Using data mining and machine learning techniques, we developed predictive dropout models based on student data preceding and succeeding the onset of the pandemic. Through the interpretation and comparison of these models and with the support of statistical and graphical analyses, we identify that the patterns persistently indicate that young students in their initial semesters, characterized by lower income, academic performance, and interaction, remain most susceptible to dropping out. Despite the pandemic leading to an enhanced predictive capability of data regarding student interaction within the virtual learning environment, our analysis revealed a lack of significant variation in dropout patterns. Institutionally, this indicates that a considerable number of dropouts likely encountered challenges in adapting to higher education, both before and throughout the pandemic.</p><p>\u0000 \u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 2","pages":"560-585"},"PeriodicalIF":6.6,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42374615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of design ethics in maintaining students' privacy: A call to action to learning designers in higher education","authors":"Ahmed Lachheb,&nbsp;Victoria Abramenka-Lachheb,&nbsp;Stephanie Moore,&nbsp;Colin Gray","doi":"10.1111/bjet.13382","DOIUrl":"10.1111/bjet.13382","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Maintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences that rely on online technology integration. Like other professional designers, they need to care for the humans they design for by not producing designs that infringe on their privacy, thus, not causing harm. Recognizing that widely used instructional design models are silent on the topic and do not address ethical considerations such as privacy, we focus this paper on how design ethics can be leveraged by learning designers in higher education in a practical manner, illustrated through authentic examples. We highlight where the ethical responsibility of learning designers comes into the foreground when maintaining students' privacy and well-being, especially in online settings. We outline an existing ethical decision-making framework and show how learning designers can use it as a call to action to protect the students they design for, strengthening their ethical design capacity.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Existing codes of ethical standards from well-known learning design organizations call upon learning designers to protect students' privacy without clear guidance on how to do so.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Design ethics within learning design is often discussed in abstract ways with principles that are difficult to apply.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Most, if not all, design models that learning design professionals have learned are either silent on design ethics and/or do not consider ethics as a valid dimension, thus, making design ethics mostly excluded from learning design graduate programs.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Practical means for engaging in ethical design practice are scarce in the field.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;A call for learning designers in higher education to maintain and protect students' privacy and well-being, strengthening their ethical design capacity.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;A demonstration of how to use a practical ethical decision-making framework as a designerly tool in designing for learning to maint","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"54 6","pages":"1653-1670"},"PeriodicalIF":6.6,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13382","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49038974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gaps, guesswork, and ghosts lurking in technology integration: Laws and policies applicable to student privacy","authors":"Jeffrey C. Sun","doi":"10.1111/bjet.13379","DOIUrl":"10.1111/bjet.13379","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Technology integration and learning analytics offer insights to improve educational experiences and outcomes. In advancing these efforts, laws and policies govern these environments placing protections, standards, and developmental opportunities for higher education, students, faculty, and even the nation-state. Nonetheless, evidence of educational restrictions, encumbered actions, and archaic approaches pervades the legal literature and case law demonstrating that these laws and policies do not always function well in evolving and emerging technology spaces. To examine these laws and policies of student privacy, the author employs the combination of a critical policy analysis, which derives from critical social research as a means to explore discourse and policy through drawing out the policy contexts, texts, and consequences, and Flood's liberating systems theory, which directs the analysis to a problem-solving approach by examining the policy discourse from a systems-thinking lens. Based on a review of 184 court cases, 74 policies from a diversified representation of US states/territories, and seven developed nations or multi-nation consortia, this examination illuminates how context and text such as the type and setting of the privacy matter (eg, various freedom of information acts, educational records under the Family Educational Rights and Privacy Act, and &lt;i&gt;General Data Protection Regulation in the European Union&lt;/i&gt;) presents opportunities for protections and standardization efforts; however, they also illustrate significant protection gaps, guesswork and insufficiency around the type and degree of data subject consent, and ghosting effects of data subjects' protections. While the extant literature already supports aspects of these findings, it does not account for this holistic view of these three privacy vulnerabilities—especially in light of the principles to which these laws purport to achieve. Moreover, the three identified privacy vulnerabilities suggest overlooked inclusion of two overarching privacy concepts—transparency and equity. This study recommends that key actors in the policy construction realm (ie, university leaders, policymakers, and judges) should engage in analyses, dialogue, and consideration about transparency and equity by considering contemporary privacy problems in the contexts of artificial intelligence, quantum computing, and cybersecurity as a way to improve transparent and equitable policies in these areas rather than exacerbating the privacy dilemmas already in place.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;In the United States, the Family Educational Rights and Priv","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"54 6","pages":"1604-1618"},"PeriodicalIF":6.6,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48032902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Incorporation of peer-feedback into the pedagogical use of spherical video-based virtual reality in writing education","authors":"Yu-Ting Chen,&nbsp;Ming Li,&nbsp;Mutlu Cukurova,&nbsp;Morris Siu-Yung Jong","doi":"10.1111/bjet.13376","DOIUrl":"10.1111/bjet.13376","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Writing is a fundamental skill linked closely with academic achievement, day-to-day communication, formal negotiations, and more. However, due to their lack of contextual experience, learning to write has been a demanding and complex cognitive process for most learners. As a result, learners struggle to exhibit positive learning behaviours and cognitive engagement in writing, let alone embrace deep and autonomous learning. To solve these problems, in the present study, a spherical video-based virtual reality (SVVR) learning environment is developed to provide students with a contextual learning experience. Moreover, a peer feedback strategy is used to guide students in deep learning in writing. A quasi-experimental study was conducted to verify the effectiveness of the proposed approach. A total of 79 students from one primary school in southeast China were recruited. The students were assigned to either the experimental group (EG) exposed to the peer-feedback-based SVVR (PF-SVVR) approach or the control group (CG) exposed to the conventional SVVR (C-SVVR) approach. The results show that PF-SVVR had more positive effects than C-SVVR in terms of students' writing performance, cognitive engagement and autonomous learning tendency. In addition, the PF-SVVR approach was found to be more beneficial for triggering deep learning in writing than the C-SVVR approach. This study further found that students in the PF-SVVR group tended to exhibit less disorderly behaviours than those in the C-SVVR group. Our study contributes to the prior literature by exploring the educational potential of the PF approach in the context of SVVR-enabled writing learning.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Peer feedback approach provides opportunities for writing learners to regulate their longer-term cognitive and behavioural competencies.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Spherical video-based virtual reality (SVVR) not only provides an authentic experiential learning context for learners, but it also significantly reduces the cost and the need for the high-tech capabilities of traditional VR.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;A peer feedback-based SVVR approach is proposed to promote students in learning to write.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;It was found that students' quality of learning to write can be improved by applying the PF-SVVR approach in writing courses.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;Implications for practice and/or policy\u0000\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 2","pages":"519-540"},"PeriodicalIF":6.6,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46984755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of design","authors":"Isabel Hilliger,&nbsp;Constanza Miranda,&nbsp;Sergio Celis,&nbsp;Mar Pérez-Sanagustín","doi":"10.1111/bjet.13374","DOIUrl":"10.1111/bjet.13374","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Several studies have indicated that stakeholder engagement could ensure the successful adoption of learning analytics (LA). Considering that researchers and tech developers may not be aware of how LA tools can derive meaningful and actionable information for everyday use, these studies suggest that participatory approaches based on human-centred design can provide stakeholders with the opportunity to influence decision-making during tool development. So far, there is a growing consensus about the importance of identifying stakeholders' needs and expectations in early stages, so researchers and developers can design systems that resonate with their users. However, human-centred LA is a growing sub-field, so further empirical work is needed to understand how stakeholders can contribute effectively to the design process and the adoption strategy of analytical tools. To illustrate mechanisms to engage various stakeholders throughout different phases of a design process, this paper presents a multiple case study conducted in different Latin American universities. A series of studies inform the development of an analytical tool to support continuous curriculum improvement, aiming to improve student learning and programme quality. Yet, these studies differ in scope and design stage, so they use different mechanisms to engage students, course instructors and institutional administrators. By cross analysing the findings of these three cases, three conclusions emerged for each design phase of a CA tool, presenting mechanisms to ensure stakeholder adoption after tool development. Further implications of this multiple case study are discussed from a theoretical and methodological perspective.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Human-centred learning analytics (LA) has accommodated different configurations of stakeholder engagement, including co-design and participatory design.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Participatory design provides developers with a wide variety of techniques to engage a particular group in a mutual learning process.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Most studies mainly focus on engaging stakeholders to identify needs in the early stages of the design process.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;More empirical works are needed to unveil the effectiveness of human centredness during LA design and after tool development.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Provides a multiple case study to illustrate mechanisms to en","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 3","pages":"785-801"},"PeriodicalIF":6.6,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44757608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Practical and ethical challenges of large language models in education: A systematic scoping review","authors":"Lixiang Yan,&nbsp;Lele Sha,&nbsp;Linxuan Zhao,&nbsp;Yuheng Li,&nbsp;Roberto Martinez-Maldonado,&nbsp;Guanliang Chen,&nbsp;Xinyu Li,&nbsp;Yueqiao Jin,&nbsp;Dragan Gašević","doi":"10.1111/bjet.13370","DOIUrl":"10.1111/bjet.13370","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Educational technology innovations leveraging large language models (LLMs) have shown the potential to automate the laborious process of generating and analysing textual content. While various innovations have been developed to automate a range of educational tasks (eg, question generation, feedback provision, and essay grading), there are concerns regarding the practicality and ethicality of these innovations. Such concerns may hinder future research and the adoption of LLMs-based innovations in authentic educational contexts. To address this, we conducted a systematic scoping review of 118 peer-reviewed papers published since 2017 to pinpoint the current state of research on using LLMs to automate and support educational tasks. The findings revealed 53 use cases for LLMs in automating education tasks, categorised into nine main categories: profiling/labelling, detection, grading, teaching support, prediction, knowledge representation, feedback, content generation, and recommendation. Additionally, we also identified several practical and ethical challenges, including low technological readiness, lack of replicability and transparency and insufficient privacy and beneficence considerations. The findings were summarised into three recommendations for future studies, including updating existing innovations with state-of-the-art models (eg, GPT-3/4), embracing the initiative of open-sourcing models/systems, and adopting a human-centred approach throughout the developmental process. As the intersection of AI and education is continuously evolving, the findings of this study can serve as an essential reference point for researchers, allowing them to leverage the strengths, learn from the limitations, and uncover potential research opportunities enabled by ChatGPT and other generative AI models.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is currently known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Generating and analysing text-based content are time-consuming and laborious tasks.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Large language models are capable of efficiently analysing an unprecedented amount of textual content and completing complex natural language processing and generation tasks.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Large language models have been increasingly used to develop educational technologies that aim to automate the generation and analysis of textual content, such as automated question generation and essay scoring.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"55 1","pages":"90-112"},"PeriodicalIF":6.6,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13370","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49621340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}