Student perspectives on their digital footprint in virtual learning environments

Datos Bibliográficos

ID22166740
AutoresKatie E Rakow (0000-0003-3194-0129, King's College London, autor de correspondencia), Rebecca Upsher (0000-0002-0881-8654, King's College London), Rebecca J Upsher, Juliet L H Foster, Juliet Foster (0000-0002-0801-4429, King's College London), Nicola Byrom (0000-0003-2104-550X, King's College London), Nicola C Byrom, Eleanor J Dommett (0000-0002-6973-8762, King's College London)
Año2023
Volumen8
Fecha de publicación2023-12-21
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFrontiers in Education (JOURNAL)
Identificadores de la revistaISSN: 2504-284X • E-ISSN: 2504-284X
EditorialFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2023.1208671
OpenAlexW4390056233
IdiomaEN
Referencias citadas28

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

Analytics · Autonomy · Data science · Focus group · Learning analytics · Medical education · Mental health · Pedagogy · Qualitative research · Sociology · Thematic analysis · Virtual learning environment · Computer Science · COVID-19 and Mental Health · Medicine · Online and Blended Learning · Online Learning and Analytics · Psychology