Phân tích học tập trong giáo dục đại học: Tính tự chủ, lợi ích và không gây hại

Springer Science and Business Media LLC - Tập 21 - Trang 125-137 - 2022
Kevin O’Donoghue1
1Baylor University, Waco, USA

Tóm tắt

Các cơ sở giáo dục đại học ngày càng dựa vào phân tích học tập để thu thập một khối lượng dữ liệu khổng lồ nhằm mục đích thông báo các can thiệp học tập cho sinh viên. Tuy nhiên, việc sử dụng phân tích học tập có thể dẫn đến một mâu thuẫn giữa nguyên tắc tự chủ và không gây hại của Hội đồng Tăng cường Tiêu chuẩn trong Giáo dục Đại học (CAS), và nguyên tắc lợi ích ở phía bên kia. Dựa trên những khó khăn liên quan đến quyền riêng tư của sinh viên, sự đồng thuận thông tin và công lý dữ liệu, cùng với tiềm năng gây hại, nhiều thực tiễn hiện tại liên quan đến phân tích học tập trong giáo dục đại học có thể được coi là vi phạm các tiêu chuẩn của CAS. Bài báo này nhằm khám phá mâu thuẫn này một cách chi tiết hơn và lập luận rằng tiếng nói của sinh viên cung cấp một cách hứa hẹn để đảm bảo rằng tính tự chủ của sinh viên được tôn trọng, giảm thiểu thiệt hại, và các cơ sở giáo dục đại học vẫn có thể thực hiện nguyên tắc lợi ích.

Từ khóa

#phân tích học tập #giáo dục đại học #quyền riêng tư #đồng thuận thông tin #công lý dữ liệu #nguyên tắc lợi ích

Tài liệu tham khảo

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