学生对虚拟学习环境中数字足迹的看法

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Katie E. Rakow, Rebecca J. Upsher, Juliet L. H. Foster, N. Byrom, Eleanor J. Dommett
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引用次数: 0

摘要

包括在校大学生在内的年轻人的心理困扰发生率越来越高。在这种情况下,学习分析,即学生的数字痕迹数据,越来越多地被用来了解学生的心理健康。为了响应从学生角度对学习分析进行更多研究的呼吁,作为更广泛的焦点小组研究的一部分,来自英国三所大学的 44 名本科生受邀考虑他们对在虚拟学习环境(VLE)上留下数字足迹的感受。利用反思性主题分析构建了两大主题。首先,学生的回答取决于对其隐私和身份的感知威胁。如果感觉不到威胁,一些学生就会无动于衷,但如果感觉到威胁,他们就会表示不安。其次,一些学生表示个人倾向于自主使用他们的 VLE 数据。有两个用途被确定为非评判性的个性化支持,以及使用汇总数据来改进学生的学习。这些主题表明,在某些情况下,教育数字数据的使用可能会对福祉产生负面影响。从焦点小组中收集到的学生观点可能会对有关隐私和监控、滥用或曲解数据的可能性以及知情同意等方面的政策和实践产生影响。这项小型研究支持了与学生合作开发和实施指导的重要性,指导学生和教职员工(包括讲师)如何使用和解释 VLE 学习分析数据,以保护和提高学生的心理健康水平。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Student perspectives on their digital footprint in virtual learning environments
The prevalence of mental distress among young adults, including those at university, has increased. In this context, learning analytics, students’ digital trace data, are increasingly being used to understand student mental health. In line with calls for more research on learning analytics from student perspectives, as part of a broader focus group study, 44 undergraduate students from three United Kingdom universities were invited to consider how they felt about having a digital footprint on their virtual learning environment (VLE). Two main themes were constructed using reflexive thematic analysis. First, students’ responses depended on the perceived threat to their privacy and identity. Some students were indifferent if no threat was perceived, but expressed unease if there was. Second, some students expressed personal preference for autonomy over use of their VLE data. Two uses identified were for non-judgmental personalized support, and using aggregated data to improve student learning. These themes suggest how the use of educational digital data can, under some circumstances, impact wellbeing negatively. The students’ perspectives garnered from the focus groups could have implications for policy and practice concerning privacy and surveillance, the possibility for misuse or misinterpretation of data, and informed consent. This small study supports the importance of partnering with students to develop and implement guidance for how VLE learning analytics data are used and interpreted by students and staff, including lecturers, to protect and enhance student mental wellbeing.
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来源期刊
Frontiers in Education
Frontiers in Education Social Sciences-Education
CiteScore
2.90
自引率
8.70%
发文量
887
审稿时长
14 weeks
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