Kyle M. L. Jones, Abigail H. Goben, Michael R. Perry, Mariana Regalado, D. Salo, Andrew D. Asher, M. Smale, Kristin A. Briney
{"title":"透明度和同意:学生对教育数据分析场景的看法","authors":"Kyle M. L. Jones, Abigail H. Goben, Michael R. Perry, Mariana Regalado, D. Salo, Andrew D. Asher, M. Smale, Kristin A. Briney","doi":"10.1353/pla.2023.a901565","DOIUrl":null,"url":null,"abstract":"abstract:Higher education data mining and analytics, like learning analytics, may improve learning experiences and outcomes. However, such practices are rife with student privacy concerns and other ethics issues. It is crucial that student privacy expectations and preferences are considered in the design of educational data analytics. This study forefronts the student perspective by researching three unique futurized scenarios rooted in real-life systems and practices. Findings highlight student acceptance of data mining and analytics with particular limitations, namely transparency about analytics and consent mechanisms. Without such limitations, institutions risk losing their students’ trust.","PeriodicalId":51670,"journal":{"name":"Portal-Libraries and the Academy","volume":"1 1","pages":"485 - 515"},"PeriodicalIF":0.8000,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Transparency and Consent: Student Perspectives on Educational Data Analytics Scenarios\",\"authors\":\"Kyle M. L. Jones, Abigail H. Goben, Michael R. Perry, Mariana Regalado, D. Salo, Andrew D. Asher, M. Smale, Kristin A. Briney\",\"doi\":\"10.1353/pla.2023.a901565\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"abstract:Higher education data mining and analytics, like learning analytics, may improve learning experiences and outcomes. However, such practices are rife with student privacy concerns and other ethics issues. It is crucial that student privacy expectations and preferences are considered in the design of educational data analytics. This study forefronts the student perspective by researching three unique futurized scenarios rooted in real-life systems and practices. Findings highlight student acceptance of data mining and analytics with particular limitations, namely transparency about analytics and consent mechanisms. Without such limitations, institutions risk losing their students’ trust.\",\"PeriodicalId\":51670,\"journal\":{\"name\":\"Portal-Libraries and the Academy\",\"volume\":\"1 1\",\"pages\":\"485 - 515\"},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2023-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Portal-Libraries and the Academy\",\"FirstCategoryId\":\"91\",\"ListUrlMain\":\"https://doi.org/10.1353/pla.2023.a901565\",\"RegionNum\":4,\"RegionCategory\":\"管理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"INFORMATION SCIENCE & LIBRARY SCIENCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Portal-Libraries and the Academy","FirstCategoryId":"91","ListUrlMain":"https://doi.org/10.1353/pla.2023.a901565","RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}
Transparency and Consent: Student Perspectives on Educational Data Analytics Scenarios
abstract:Higher education data mining and analytics, like learning analytics, may improve learning experiences and outcomes. However, such practices are rife with student privacy concerns and other ethics issues. It is crucial that student privacy expectations and preferences are considered in the design of educational data analytics. This study forefronts the student perspective by researching three unique futurized scenarios rooted in real-life systems and practices. Findings highlight student acceptance of data mining and analytics with particular limitations, namely transparency about analytics and consent mechanisms. Without such limitations, institutions risk losing their students’ trust.