A Framework for Implementing Responsible Data Mining and Analytics in Education

Corbeil, Maria Elena; Corbeil, Joseph Rene; Khan, Badrul

doi:10.4324/9780203728703-2

Cited by 6 publications

(4 citation statements)

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“…Digital learning technologies for education and schooling have advanced so much at levels never experienced before. Thus, success in e-learning systems would require systemic and systematic analysis of its design, development, implementation and maintenance of the online environment (Corbeil et al, 2017). Corbeil et al (2017) stressed that Khan's e-learning dimensions are important to gauge the successful experiences of students in the digital platform.…”

Section: Covid-19 and Online Learning Experiences Of Solomon Islands Student 91mentioning

confidence: 99%

“…Thus, success in e-learning systems would require systemic and systematic analysis of its design, development, implementation and maintenance of the online environment (Corbeil et al, 2017). Corbeil et al (2017) stressed that Khan's e-learning dimensions are important to gauge the successful experiences of students in the digital platform. Popescu (2012) used Khan's eight dimensions for quality online learning to investigate the perceptions of students on e-learning at their institutions in Romania and France.…”

Section: Covid-19 and Online Learning Experiences Of Solomon Islands Student 91mentioning

confidence: 99%

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COVID-19 and online learning experiences of Solomon Islands students at the University of the South Pacific

Dorovolomo¹,

Rodie

Fitoo

et al. 2021

WJE

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This study aims to investigate the experiences of Solomon Islands students during the shift to online, remote teaching during the coronavirus (COVID-19) pandemic. It utilises the tokstori to collect data from 16 Solomon Islands students of the University of the South Pacific’s (USP) Suva and Honiara campuses. It is framed and analysed data using Khan’s eight dimensions of gauging successful e-learning experiences. Prior to COVID-19, many of the courses at the USP were offered in blended mode, which encompasses both online and face-to-face delivery. However, with a sudden move to fully online offerings, and the associated fears resulting from the unknowns of COVID-19, this was disruptive and traumatic for many students. However, analysis identified several key factors aiding student success including many Solomon Islands students being able to eventually cope with the disruption and displayed independence and resilience. It is also found that Solomon Island students got to experience new applications and tools such as, for example, having to be in Zoom or having to sit an online exam. This study has potential to inform higher education institutes (HEIs) in the Pacific Islands and beyond, and the need to carefully navigate the practical realities of the islands in the interaction between digital technologies, instructors and students to facilitate online learning post-pandemic.

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Section: Covid-19 and Online Learning Experiences Of Solomon Islands Student 91mentioning

confidence: 99%

Section: Covid-19 and Online Learning Experiences Of Solomon Islands Student 91mentioning

confidence: 99%

COVID-19 and online learning experiences of Solomon Islands students at the University of the South Pacific

Dorovolomo¹,

Rodie

Fitoo

et al. 2021

WJE

View full text Add to dashboard Cite

show abstract

“…Teachers might come under heavy pressure when different kinds of analytics enter the educational ecology. Thus, data literacy skills need to become an integral part of teacher training and education [53]. Data literacy is, in this sense, not only a matter of being able to understand and interpret data, but it also includes the ability to act upon data in a critical and constructive manner.…”

Section: Implications For Teachersmentioning

confidence: 99%

The Ecology of Analytics in Education: Stakeholder Interests in Data-Rich Educational Systems

Berthelsen

Tannert

2019

iJAI

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<p class="0abstract">In this paper, we suggest an ecological perspective on the role of analytics in education. We discuss how different stakeholder positions in education points to different interests in using analytics. As a point of reference, we examine the Danish case of ICT integration in primary and lower secondary school (Danish: Folkeskolen) in order to study cases of emerging and at times conflicting stakeholder interests. On this basis, we discuss how this complexity of the educational ecosystem affects different stakeholder positions within the field.</p>

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“…Furthermore, a number of other issues raised in the online learning literature relate to social and political influence, cultural diversity, learner diversity, etiquette, the digital divide and accessibility and legal issues (Khan, 2005(Khan, , 2012Corbeil et al, 2018). Khan (2005Khan ( , 2012 noted that the political, religious and social traditions of a specific country could have an impact on e-learning content, student activities or teaching strategies.…”

Section: Introductionmentioning

confidence: 99%

Exploring the socio-cultural aspects of e-learning delivery in Saudi Arabia

Luppicini

Walabe

2021

JICES

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Purpose This study aims to explore the socio-cultural aspects of e-learning delivery in Saudi universities from the perspectives of universities’ instructors and expert designers from the Ministry of Education. More specifically, this study examined the opportunities and challenges faced in the development of online learning environments at Saudi universities from a socio-cultural perspective. Design/methodology/approach This qualitative research study addressed pervasive socio-cultural challenges connected to e-learning delivery in Saudi Arabia. Data collection methods consisted of 28 in-depth insider expert interviews as well a thematic analysis of documents related to socio-cultural aspects of e-learning delivery in Saudi Arabia. Findings Findings from the data analysis uncovered two main thematic areas connected to e-learning delivery in Saudi Arabia, namely, culture and female access to e-learning. Research limitations/implications This research contributes original knowledge to international online learning research about the social and cultural complexity connected to online learning development in Saudi Arabia, as well as in other areas of the Arabic world where similar e-learning development initiatives are underway. Practical implications This research contributes original knowledge to international online learning research about the social and cultural complexity connected to online learning development in Saudi Arabia, as well as in other areas of the Arabic world where similar e-learning development initiatives are underway. Social implications This research contributes unique knowledge about the social and cultural complexity connected to online learning development in Saudi Arabia, as well as in other areas of the Arabic world where similar e-learning development initiatives are underway. Originality/value The interaction between Saudi culture and online learning has nurtured a unique learning model that adapts to cultural values to provide a quality learning experience.

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A Framework for Implementing Responsible Data Mining and Analytics in Education

Cited by 6 publications

References 0 publications

COVID-19 and online learning experiences of Solomon Islands students at the University of the South Pacific

COVID-19 and online learning experiences of Solomon Islands students at the University of the South Pacific

The Ecology of Analytics in Education: Stakeholder Interests in Data-Rich Educational Systems

Exploring the socio-cultural aspects of e-learning delivery in Saudi Arabia

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