放大学生和管理者对学习分析中的公平和偏见的看法:在高等教育中单独在一起

Rebecca E. Heiser, M. E. D. Stritto, Allen E. Brown, Benjamin Croft
{"title":"放大学生和管理者对学习分析中的公平和偏见的看法:在高等教育中单独在一起","authors":"Rebecca E. Heiser, M. E. D. Stritto, Allen E. Brown, Benjamin Croft","doi":"10.18608/jla.2023.7775","DOIUrl":null,"url":null,"abstract":"When higher education institutions (HEIs) have the potential to collect large amounts of learner data, it is important to consider the spectrum of stakeholders involved with and impacted by the use of learning analytics. This qualitative research study aims to understand the degree of concern with issues of bias and equity in the uses of learner data as perceived by students, diversity and inclusion leaders, and senior administrative leaders in HEIs. An interview study was designed to investigate stakeholder voices that generate, collect, and utilize learning analytics from eight HEIs in the United States. A phased inductive coding analysis revealed similarities and differences in the three stakeholder groups regarding concerns about bias and equity in the uses of learner data. The study findings suggest that stakeholders have varying degrees of data literacy, thus creating conditions of inequality and bias in learning data. By centring the values of these critical stakeholder groups and acknowledging that intersections and hierarchies of power are critical to authentic inclusion, this study provides additional insight into proactive measures that institutions could take to improve equity, transparency, and accountability in their responsible learning analytics efforts.","PeriodicalId":145357,"journal":{"name":"J. Learn. Anal.","volume":"10 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Amplifying Student and Administrator Perspectives on Equity and Bias in Learning Analytics:: Alone Together in Higher Education\",\"authors\":\"Rebecca E. Heiser, M. E. D. Stritto, Allen E. Brown, Benjamin Croft\",\"doi\":\"10.18608/jla.2023.7775\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"When higher education institutions (HEIs) have the potential to collect large amounts of learner data, it is important to consider the spectrum of stakeholders involved with and impacted by the use of learning analytics. This qualitative research study aims to understand the degree of concern with issues of bias and equity in the uses of learner data as perceived by students, diversity and inclusion leaders, and senior administrative leaders in HEIs. An interview study was designed to investigate stakeholder voices that generate, collect, and utilize learning analytics from eight HEIs in the United States. A phased inductive coding analysis revealed similarities and differences in the three stakeholder groups regarding concerns about bias and equity in the uses of learner data. The study findings suggest that stakeholders have varying degrees of data literacy, thus creating conditions of inequality and bias in learning data. By centring the values of these critical stakeholder groups and acknowledging that intersections and hierarchies of power are critical to authentic inclusion, this study provides additional insight into proactive measures that institutions could take to improve equity, transparency, and accountability in their responsible learning analytics efforts.\",\"PeriodicalId\":145357,\"journal\":{\"name\":\"J. Learn. Anal.\",\"volume\":\"10 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-02-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"J. Learn. Anal.\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18608/jla.2023.7775\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"J. Learn. Anal.","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18608/jla.2023.7775","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1

摘要

当高等教育机构(HEIs)有可能收集大量的学习者数据时,重要的是要考虑使用学习分析所涉及和影响的利益相关者的范围。本定性研究旨在了解学生、多元化和包容性领导者以及高等教育机构的高级行政领导对学习者数据使用中的偏见和公平问题的关注程度。一项访谈研究旨在调查利益相关者的声音,这些声音产生、收集和利用来自美国八所高等教育机构的学习分析。一项阶段性归纳编码分析揭示了三个利益相关者群体在使用学习者数据时对偏见和公平的关注方面的异同。研究结果表明,利益相关者具有不同程度的数据素养,从而在学习数据时创造了不平等和偏见的条件。通过集中这些关键利益相关者群体的价值观,并承认权力的交叉点和等级对真正的包容至关重要,本研究为机构可以采取的主动措施提供了额外的见解,以提高其负责任的学习分析工作中的公平性、透明度和问责制。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Amplifying Student and Administrator Perspectives on Equity and Bias in Learning Analytics:: Alone Together in Higher Education
When higher education institutions (HEIs) have the potential to collect large amounts of learner data, it is important to consider the spectrum of stakeholders involved with and impacted by the use of learning analytics. This qualitative research study aims to understand the degree of concern with issues of bias and equity in the uses of learner data as perceived by students, diversity and inclusion leaders, and senior administrative leaders in HEIs. An interview study was designed to investigate stakeholder voices that generate, collect, and utilize learning analytics from eight HEIs in the United States. A phased inductive coding analysis revealed similarities and differences in the three stakeholder groups regarding concerns about bias and equity in the uses of learner data. The study findings suggest that stakeholders have varying degrees of data literacy, thus creating conditions of inequality and bias in learning data. By centring the values of these critical stakeholder groups and acknowledging that intersections and hierarchies of power are critical to authentic inclusion, this study provides additional insight into proactive measures that institutions could take to improve equity, transparency, and accountability in their responsible learning analytics efforts.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信