教师是否信任学习分析中的利益相关者和工具? 一个混合方法的研究研究
Asma Shannan Alzahrani1, Yi-Shan Tsai1, Naif Aljohani2
1Centre for Learning Analytics, Faculty of Information Technology, Monash University, Melbourne, Australia.
概括
教学人员信任高等教育机构的学习分析 (LA),但不信任第三方的数据隐私和准确性. 建立信任需要改进数据治理和透明政策,以便在高等教育中有效采用LA.
科学领域:
- 教育技术的教育技术
- 信息系统信息系统信息系统
- 高等教育研究 高等教育研究
背景情况:
- 高等教育中学习分析 (LA) 的采用正在增长,受利益相关者参与和数据透明度等因素的影响.
- 信任是信息系统中技术采用的关键预测因素,但其在LA采用方面的具体作用仍未得到充分探索.
研究的目的:
- 调查教职员工对高等教育中的LA利益相关者和技术的信任程度.
- 确定影响采用LA的关键因素,重点关注与信任相关的障碍和推动因素.
主要方法:
- 一种混合方法的方法,结合了调查和采访教职员工.
- 探索对高等教育机构,第三方供应商和LA技术本身的信任水平.
主要成果:
- 教职员工对机构能力和LA的有用性表现出高度的信任,但对第三方在隐私和道德方面的信任很低.
- 此外,由于过时的信息和数据治理不足,人们对数据准确性的信心也很低.
结论:
- 解决第三方数据处理和数据准确性问题对于培养对LA的信任至关重要.
- 建议包括加强数据治理,澄清数据所有权,改善同意流程,以促进高等教育中的LA采用.
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