"Trust Us," They Said. Mapping the Contours of Trustworthiness in Learning Analytics

Autor/inn/en	Slade, Sharon; Prinsloo, Paul; Khalil, Mohammad
Titel	"Trust Us," They Said. Mapping the Contours of Trustworthiness in Learning Analytics
Quelle	In: Information and Learning Sciences, 124 (2023) 9-10, S.306-325 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2398-5348
DOI	10.1108/ILS-04-2023-0042
Schlagwörter	Trust (Psychology); Learning Analytics; Privacy; Artificial Intelligence; Commercialization; Teaching Methods; Learning Processes; Student Attitudes; Teacher Attitudes; Academic Achievement; Higher Education + Suchen Sie Ihr Suchwort? Privatsphäre; Künstliche Intelligenz; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schülerverhalten; Lehrerverhalten; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Purpose: The purpose of this paper is to explore and establish the contours of trust in learning analytics and to establish steps that institutions might take to address the "trust deficit" in learning analytics. Design/methodology/approach: "Trust" has always been part and parcel of learning analytics research and practice, but concerns around privacy, bias, the increasing reach of learning analytics, the "black box" of artificial intelligence and the commercialization of teaching and learning suggest that we should not take stakeholder trust for granted. While there have been attempts to explore and map students' and staff perceptions of trust, there is no agreement on the contours of trust. Thirty-one experts in learning analytics research participated in a qualitative Delphi study. Findings: This study achieved agreement on a working definition of trust in learning analytics, and on factors that impact on trusting data, trusting institutional understandings of student success and the design and implementation of learning analytics. In addition, it identifies those factors that might increase levels of trust in learning analytics for students, faculty and broader. Research limitations/implications: The study is based on expert opinions as such there is a limitation of how much it is of a true consensus. Originality/value: Trust cannot be assumed is taken for granted. This study is original because it establishes a number of concerns around the trustworthiness of learning analytics in respect of how data and student learning journeys are understood, and how institutions can address the "trust deficit" in learning analytics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01