Advising the Whole Student: eAdvising Analytics and the Contextual Suppression of Advisor Values

Autor/in	Jones, Kyle M. L.
Titel	Advising the Whole Student: eAdvising Analytics and the Contextual Suppression of Advisor Values
Quelle	In: Education and Information Technologies, 24 (2019) 1, S.437-458 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Kyle M. L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-018-9781-8
Schlagwörter	Academic Advising; Instructional Systems; Library Services; Institutional Research; Faculty Advisers; Context Effect; Moral Values; Counselor Attitudes; Public Colleges; Adoption (Ideas); Technology Integration; Usability; Ethics; Ideology; Data Analysis; Predictive Measurement; Data Collection; College Students + Suchen Sie Ihr Suchwort? Akademischer Rat; Unterrichtsorganisation; Bibliotheksarbeit; Institutionelle Forschung; Moral value; Ethischer Wert; Ideas; Ideenfindung; Ethik; Ideologie; Auswertung; Data capture; Datensammlung; Collegestudent
Abstract	Institutions are applying methods and practices from data analytics under the umbrella term of "learning analytics" to inform instruction, library practices, and institutional research, among other things. This study reports findings from interviews with professional advisors at a public higher education institution. It reports their perspective on their institution's recent adoption of eAdvising technologies with prescriptive and predictive advising affordances. The findings detail why advisors rejected the tools due to usability concerns, moral discomfort, and a belief that using predictive measures violated a professional ethical principle to develop a comprehensive understanding of their advisees. The discussion of these findings contributes to an emerging branch of educational data mining and learning analytics research focused on social and ethical implications. Specifically, it highlights the consequential effects on higher education professional communities (or "micro contexts") due to the ascendancy of learning analytics and data-driven ideologies. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01