The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape

Autor/inn/en	Hakimi, Laura; Eynon, Rebecca; Murphy, Victoria A.
Titel	The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape
Quelle	In: Review of Educational Research, 91 (2021) 5, S.671-717 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eynon, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543211020116
Schlagwörter	Ethics; Data Use; Data Collection; Learning Analytics; Decision Making; Educational Research; Higher Education; Privacy; Informed Consent; Validity; Integrity; Governance; Compliance (Legal); Ownership; Accountability; Risk; Foreign Countries; United States; United Kingdom; Australia + Suchen Sie Ihr Suchwort? Ethik; Data capture; Datensammlung; Decision-making; Entscheidungsfindung; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Privatsphäre; Gültigkeit; Integrität; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Eigentum; Verantwortung; Risiko; Ausland; USA; Großbritannien; Australien
Abstract	This article presents the findings of a systematic qualitative analysis of research in the ethics of digital trace data use in learning and education. From the resulting analysis of 77 peer-reviewed studies, we (1) map the characteristics of research by study type, academic community, institutional setting, and national context; (2) identify the primary ethical concerns and related responses; and (3) highlight the research gaps. Four areas of focus are identified in this emerging area: (1) privacy, informed consent, and data ownership; (2) validity and integrity; (3) ethical decision making; and (4) governance and accountability. We highlight the lack of evidence particularly for preschool and school-aged children and the disparate communities working in this domain, and we suggest a more cohesive approach, where the wider learning and educational ecosystem is recognized, explicit engagement with ethical theory is central, and mid- to long-term ethical issues are considered alongside immediate concerns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01