Pub Date : 2023-10-18DOI: 10.1108/ils-04-2023-0032
Langdon Holmes, Scott Crossley, Harshvardhan Sikka, Wesley Morris
Purpose This study aims to report on an automatic deidentification system for labeling and obfuscating personally identifiable information (PII) in student-generated text. Design/methodology/approach The authors evaluate the performance of their deidentification system on two data sets of student-generated text. Each data set was human-annotated for PII. The authors evaluate using two approaches: per-token PII classification accuracy and a simulated reidentification attack design. In the reidentification attack, two reviewers attempted to recover student identities from the data after PII was obfuscated by the authors’ system. In both cases, results are reported in terms of recall and precision. Findings The authors’ deidentification system recalled 84% of student name tokens in their first data set (96% of full names). On the second data set, it achieved a recall of 74% for student name tokens (91% of full names) and 75% for all direct identifiers. After the second data set was obfuscated by the authors’ system, two reviewers attempted to recover the identities of students from the obfuscated data. They performed below chance, indicating that the obfuscated data presents a low identity disclosure risk. Research limitations/implications The two data sets used in this study are not representative of all forms of student-generated text, so further work is needed to evaluate performance on more data. Practical implications This paper presents an open-source and automatic deidentification system appropriate for student-generated text with technical explanations and evaluations of performance. Originality/value Previous study on text deidentification has shown success in the medical domain. This paper develops on these approaches and applies them to text in the educational domain.
{"title":"PIILO: an open-source system for personally identifiable information labeling and obfuscation","authors":"Langdon Holmes, Scott Crossley, Harshvardhan Sikka, Wesley Morris","doi":"10.1108/ils-04-2023-0032","DOIUrl":"https://doi.org/10.1108/ils-04-2023-0032","url":null,"abstract":"Purpose This study aims to report on an automatic deidentification system for labeling and obfuscating personally identifiable information (PII) in student-generated text. Design/methodology/approach The authors evaluate the performance of their deidentification system on two data sets of student-generated text. Each data set was human-annotated for PII. The authors evaluate using two approaches: per-token PII classification accuracy and a simulated reidentification attack design. In the reidentification attack, two reviewers attempted to recover student identities from the data after PII was obfuscated by the authors’ system. In both cases, results are reported in terms of recall and precision. Findings The authors’ deidentification system recalled 84% of student name tokens in their first data set (96% of full names). On the second data set, it achieved a recall of 74% for student name tokens (91% of full names) and 75% for all direct identifiers. After the second data set was obfuscated by the authors’ system, two reviewers attempted to recover the identities of students from the obfuscated data. They performed below chance, indicating that the obfuscated data presents a low identity disclosure risk. Research limitations/implications The two data sets used in this study are not representative of all forms of student-generated text, so further work is needed to evaluate performance on more data. Practical implications This paper presents an open-source and automatic deidentification system appropriate for student-generated text with technical explanations and evaluations of performance. Originality/value Previous study on text deidentification has shown success in the medical domain. This paper develops on these approaches and applies them to text in the educational domain.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"161 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.1108/ils-04-2023-0040
Abigail A. Allen, Kristina N. Randall
Purpose Empirical validation of educational technology is critical for best practice, particularly when courses are delivered online. This study aims to investigate the predictive relationship of usage behaviors on perceptions of 30 preservice special education teachers while reading in an online social annotation reading tool. Design/methodology/approach In this single-group quasi-experimental study, participants completed two readings in Perusall, once individually and once in small groups, then took a researcher-created survey after each reading. Descriptive data and paired sample t -tests were calculated. Predictive relationships between usage behaviors and survey results were analyzed with linear regression models. Findings Participants thought Perusall was useful for their learning and easier to use in small groups and that guided reading prompts were helpful. Usage behaviors did not significantly account for participant beliefs about Perusall. Instructors may wish to use guided reading prompts and small groups to maximize student learning and engagement. Originality/value This study addresses gaps in the literature (Suhre et al. , 2019; Sun et al. , 2023) by following one group of students over two semesters, using a commercially available tool, measuring actual usage behaviors and not solely student perceptions and analyzing instructor perceptions of the tool. The authors contribute further evidence that group-constructed knowledge is valuable for undergraduate learning (Kalir et al. , 2020b). The authors also provide data-based suggestions for the use of social annotation tools that maximize student learning and engagement.
教育技术的实证验证对于最佳实践至关重要，特别是当课程在线交付时。本研究旨在探讨30名职前特殊教育教师在阅读时使用社交注释阅读工具对认知的预测关系。设计/方法/方法在这个单组准实验研究中，参与者完成了两次Perusall的阅读，一次是单独的，一次是小组的，然后在每次阅读后接受研究人员设计的调查。计算描述性数据和配对样本t检验。利用线性回归模型分析使用行为与调查结果之间的预测关系。参与者认为Perusall对他们的学习很有用，在小组中更容易使用，引导阅读提示也很有帮助。使用行为对参与者对Perusall的看法没有显著影响。教师可能希望使用引导阅读提示和小组，以最大限度地提高学生的学习和参与。独创性/价值本研究解决了文献中的空白(Suhre等人，2019;Sun et al.， 2023)通过在两个学期内跟踪一组学生，使用商业上可用的工具，测量实际使用行为，而不仅仅是学生的看法，并分析教师对该工具的看法。作者提供了进一步的证据，证明群体构建的知识对本科学习是有价值的(Kalir et al.， 2020b)。作者还为使用社交注释工具提供了基于数据的建议，以最大限度地提高学生的学习和参与度。
{"title":"Evaluating a social annotation tool for engagement and learning with preservice special education teachers","authors":"Abigail A. Allen, Kristina N. Randall","doi":"10.1108/ils-04-2023-0040","DOIUrl":"https://doi.org/10.1108/ils-04-2023-0040","url":null,"abstract":"Purpose Empirical validation of educational technology is critical for best practice, particularly when courses are delivered online. This study aims to investigate the predictive relationship of usage behaviors on perceptions of 30 preservice special education teachers while reading in an online social annotation reading tool. Design/methodology/approach In this single-group quasi-experimental study, participants completed two readings in Perusall, once individually and once in small groups, then took a researcher-created survey after each reading. Descriptive data and paired sample t -tests were calculated. Predictive relationships between usage behaviors and survey results were analyzed with linear regression models. Findings Participants thought Perusall was useful for their learning and easier to use in small groups and that guided reading prompts were helpful. Usage behaviors did not significantly account for participant beliefs about Perusall. Instructors may wish to use guided reading prompts and small groups to maximize student learning and engagement. Originality/value This study addresses gaps in the literature (Suhre et al. , 2019; Sun et al. , 2023) by following one group of students over two semesters, using a commercially available tool, measuring actual usage behaviors and not solely student perceptions and analyzing instructor perceptions of the tool. The authors contribute further evidence that group-constructed knowledge is valuable for undergraduate learning (Kalir et al. , 2020b). The authors also provide data-based suggestions for the use of social annotation tools that maximize student learning and engagement.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135805068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.1108/ils-03-2023-0030
Spencer P. Greenhalgh, Daniela K. DiGiacomo, Sarah Barriage
Purpose The purpose of this paper is to examine how higher education students think about educational technologies they have previously used – and the implications of this understanding for their awareness of datafication and privacy issues in a postsecondary context. Design/methodology/approach The authors conducted two surveys about students’ experience with the ClassDojo platform during their secondary education. In both surveys, the authors included a question asking students to identify which ClassDojo-like platform they used in school. For this study, the authors examined responses to these screening questions, identifying the technologies that responses referred to and sorting technologies into categories. Findings Students identified a wide range of technologies when prompted to identify a technology similar to ClassDojo. Many responses suggested students have a broad, monolithic understanding of educational technology. This suggests the prevalence of a utilitarian tool perspective (rather than a platform perspective) that may be entrenched by the time that students reach higher education, hampering efforts to inform and educate them in that context. Originality/value To the best of the authors’ knowledge, there are few studies of students’ conflation of educational technologies in the extant literature. Furthermore, the platform perspective emphasized in this manuscript remains relatively rare in many fields associated with educational technology.
{"title":"Platforms, perceptions, and privacy: ethical implications of student conflation of educational technologies","authors":"Spencer P. Greenhalgh, Daniela K. DiGiacomo, Sarah Barriage","doi":"10.1108/ils-03-2023-0030","DOIUrl":"https://doi.org/10.1108/ils-03-2023-0030","url":null,"abstract":"Purpose The purpose of this paper is to examine how higher education students think about educational technologies they have previously used – and the implications of this understanding for their awareness of datafication and privacy issues in a postsecondary context. Design/methodology/approach The authors conducted two surveys about students’ experience with the ClassDojo platform during their secondary education. In both surveys, the authors included a question asking students to identify which ClassDojo-like platform they used in school. For this study, the authors examined responses to these screening questions, identifying the technologies that responses referred to and sorting technologies into categories. Findings Students identified a wide range of technologies when prompted to identify a technology similar to ClassDojo. Many responses suggested students have a broad, monolithic understanding of educational technology. This suggests the prevalence of a utilitarian tool perspective (rather than a platform perspective) that may be entrenched by the time that students reach higher education, hampering efforts to inform and educate them in that context. Originality/value To the best of the authors’ knowledge, there are few studies of students’ conflation of educational technologies in the extant literature. Furthermore, the platform perspective emphasized in this manuscript remains relatively rare in many fields associated with educational technology.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135471516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.1108/ils-04-2023-0038
Emily Zoe Mann, Stephanie A. Jacobs, Kirsten M. Kinsley, Laura I. Spears
Purpose Building on past studies of library privacy policies, this review looks at how privacy information is shared at universities and colleges in the state of Florida. Beyond the question of whether a library-specific privacy policy exists, this review evaluates what is covered in the policies – whether topics such as how student data is stored, retained, de-identified and disposed of are broached in the statements, and whether specific data sets covering instruction, reference and surveillance are mentioned. The purpose of this study is to open the door to directed exploration into student awareness of privacy policies and spark conversation about positionality of libraries regarding privacy. Design/methodology/approach This review was done using a cross-sectional study design through observation of public-facing library privacy policies of higher education institutions in Florida. Findings Findings include that the majority of Florida academic libraries do not have a public-facing privacy policy. Only 15 out of the 70 schools reviewed had one. A large portion of those came from doctoral universities with associate’s colleges having none, and baccalaureate/associate’s colleges having only two. The policies that were in place tended to be institution-centered rather than patron-centered. Most categories of listed data collected were in the area of collections, website or computer usage. Originality/value The value of this review is that it adds to the literature studying privacy policies in academic libraries. Going forward, this research could address statewide practice in privacy policies as well as helping to lay pathways for working with students and other library patrons to gauge their interests and concerns about privacy.
{"title":"Tracking transparency: an exploratory review of Florida academic library privacy policies","authors":"Emily Zoe Mann, Stephanie A. Jacobs, Kirsten M. Kinsley, Laura I. Spears","doi":"10.1108/ils-04-2023-0038","DOIUrl":"https://doi.org/10.1108/ils-04-2023-0038","url":null,"abstract":"Purpose Building on past studies of library privacy policies, this review looks at how privacy information is shared at universities and colleges in the state of Florida. Beyond the question of whether a library-specific privacy policy exists, this review evaluates what is covered in the policies – whether topics such as how student data is stored, retained, de-identified and disposed of are broached in the statements, and whether specific data sets covering instruction, reference and surveillance are mentioned. The purpose of this study is to open the door to directed exploration into student awareness of privacy policies and spark conversation about positionality of libraries regarding privacy. Design/methodology/approach This review was done using a cross-sectional study design through observation of public-facing library privacy policies of higher education institutions in Florida. Findings Findings include that the majority of Florida academic libraries do not have a public-facing privacy policy. Only 15 out of the 70 schools reviewed had one. A large portion of those came from doctoral universities with associate’s colleges having none, and baccalaureate/associate’s colleges having only two. The policies that were in place tended to be institution-centered rather than patron-centered. Most categories of listed data collected were in the area of collections, website or computer usage. Originality/value The value of this review is that it adds to the literature studying privacy policies in academic libraries. Going forward, this research could address statewide practice in privacy policies as well as helping to lay pathways for working with students and other library patrons to gauge their interests and concerns about privacy.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135471809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.1108/ils-04-2023-0033
Madelyn Rose Sanfilippo, Noah Apthorpe, Karoline Brehm, Yan Shvartzshnaider
Purpose This paper aims to address research gaps around third party data flows in education by investigating governance practices in higher education with respect to learning management system (LMS) ecosystems. The authors answer the following research questions: how are LMS and plugins/learning tools interoperability (LTI) governed at higher education institutions? Who is responsible for data governance activities around LMS? What is the current state of governance over LMS? What is the current state of governance over LMS plugins, LTI, etc.? What governance issues are unresolved in this domain? How are issues of privacy and governance regarding LMS and plugins/LTIs documented or communicated to the public and/or community members? Design/methodology/approach This study involved three components: (1) An online questionnaire about LMS, plugin and LTI governance practices from information technology professionals at seven universities in the USA ( n = 4) and Canada ( n = 3). The responses from these individuals helped us frame and design the interview schedule. (2) A review of public data from 112 universities about LMS plugin and LTI governance. Eighteen of these universities provide additional documentation, which we analyze in further depth. (3) A series of extensive interviews with 25 university data governance officers with responsibilities for LMS, plugin and/or LTI governance, representing 14 different universities. Findings The results indicate a portrait of fragmented and unobtrusive, unnoticed student information flows to third parties. From coordination problems on individual college campuses to disparate distributions of authority across campuses, as well as from significant data collection via individual LTIs to a shared problem of scope across many LTIs, the authors see that increased and intentional governance is needed to improve the state of student privacy and provide transparency in the complex environment around LMSs. Yet, the authors also see that there are logical paths forward based on successful governance and leveraging existing collaborative networks among data governance professionals in higher education. Originality/value Substantial prior work has examined issues of privacy in the education context, although little research has directly examined higher education institutions’ governance practices of LMS, plugin and LTI ecosystems. The tight integration of first and third-party tools in this ecosystem raises concerns that student data may be accessed and shared without sufficient transparency or oversight and in violation of established education privacy norms. However, these technologies and the university governance practices that could check inappropriate data handling remain under-scrutinized. This paper addresses this gap by investigating the governance practices of higher education institutions with respect to LMS ecosystems.
{"title":"Privacy governance not included: analysis of third parties in learning management systems","authors":"Madelyn Rose Sanfilippo, Noah Apthorpe, Karoline Brehm, Yan Shvartzshnaider","doi":"10.1108/ils-04-2023-0033","DOIUrl":"https://doi.org/10.1108/ils-04-2023-0033","url":null,"abstract":"Purpose This paper aims to address research gaps around third party data flows in education by investigating governance practices in higher education with respect to learning management system (LMS) ecosystems. The authors answer the following research questions: how are LMS and plugins/learning tools interoperability (LTI) governed at higher education institutions? Who is responsible for data governance activities around LMS? What is the current state of governance over LMS? What is the current state of governance over LMS plugins, LTI, etc.? What governance issues are unresolved in this domain? How are issues of privacy and governance regarding LMS and plugins/LTIs documented or communicated to the public and/or community members? Design/methodology/approach This study involved three components: (1) An online questionnaire about LMS, plugin and LTI governance practices from information technology professionals at seven universities in the USA ( n = 4) and Canada ( n = 3). The responses from these individuals helped us frame and design the interview schedule. (2) A review of public data from 112 universities about LMS plugin and LTI governance. Eighteen of these universities provide additional documentation, which we analyze in further depth. (3) A series of extensive interviews with 25 university data governance officers with responsibilities for LMS, plugin and/or LTI governance, representing 14 different universities. Findings The results indicate a portrait of fragmented and unobtrusive, unnoticed student information flows to third parties. From coordination problems on individual college campuses to disparate distributions of authority across campuses, as well as from significant data collection via individual LTIs to a shared problem of scope across many LTIs, the authors see that increased and intentional governance is needed to improve the state of student privacy and provide transparency in the complex environment around LMSs. Yet, the authors also see that there are logical paths forward based on successful governance and leveraging existing collaborative networks among data governance professionals in higher education. Originality/value Substantial prior work has examined issues of privacy in the education context, although little research has directly examined higher education institutions’ governance practices of LMS, plugin and LTI ecosystems. The tight integration of first and third-party tools in this ecosystem raises concerns that student data may be accessed and shared without sufficient transparency or oversight and in violation of established education privacy norms. However, these technologies and the university governance practices that could check inappropriate data handling remain under-scrutinized. This paper addresses this gap by investigating the governance practices of higher education institutions with respect to LMS ecosystems.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134904054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.1108/ils-05-2023-0045
Stacey Lynn von Winckelmann
Purpose This study aims to explore the perception of algorithm accuracy among data professionals in higher education. Design/methodology/approach Social justice theory guided the qualitative descriptive study and emphasized four principles: access, participation, equity and human rights. Data collection included eight online open-ended questionnaires and six semi-structured interviews. Participants included higher education professionals who have worked with predictive algorithm (PA) recommendations programmed with student data. Findings Participants are aware of systemic and racial bias in their PA inputs and outputs and acknowledge their responsibility to ethically use PA recommendations with students in historically underrepresented groups (HUGs). For some participants, examining these topics through the lens of social justice was a new experience, which caused them to look at PAs in new ways. Research limitations/implications Small sample size is a limitation of the study. Implications for practice include increased stakeholder training, creating an ethical data strategy that protects students, incorporating adverse childhood experiences data with algorithm recommendations, and applying a modified critical race theory framework to algorithm outputs. Originality/value The study explored the perception of algorithm accuracy among data professionals in higher education. Examining this topic through a social justice lens contributes to limited research in the field. It also presents implications for addressing racial bias when using PAs with students in HUGs.
{"title":"Predictive algorithms and racial bias: a qualitative descriptive study on the perceptions of algorithm accuracy in higher education","authors":"Stacey Lynn von Winckelmann","doi":"10.1108/ils-05-2023-0045","DOIUrl":"https://doi.org/10.1108/ils-05-2023-0045","url":null,"abstract":"Purpose This study aims to explore the perception of algorithm accuracy among data professionals in higher education. Design/methodology/approach Social justice theory guided the qualitative descriptive study and emphasized four principles: access, participation, equity and human rights. Data collection included eight online open-ended questionnaires and six semi-structured interviews. Participants included higher education professionals who have worked with predictive algorithm (PA) recommendations programmed with student data. Findings Participants are aware of systemic and racial bias in their PA inputs and outputs and acknowledge their responsibility to ethically use PA recommendations with students in historically underrepresented groups (HUGs). For some participants, examining these topics through the lens of social justice was a new experience, which caused them to look at PAs in new ways. Research limitations/implications Small sample size is a limitation of the study. Implications for practice include increased stakeholder training, creating an ethical data strategy that protects students, incorporating adverse childhood experiences data with algorithm recommendations, and applying a modified critical race theory framework to algorithm outputs. Originality/value The study explored the perception of algorithm accuracy among data professionals in higher education. Examining this topic through a social justice lens contributes to limited research in the field. It also presents implications for addressing racial bias when using PAs with students in HUGs.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134903915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-25DOI: 10.1108/ils-04-2023-0034
Xiaoshan Huang, Alejandra Ruiz-Segura, Chen Tan, Ting-Hui Wang, Robin Sharma, Susanne P. Lajoie
Purpose Social presence (SP), which refers to individuals’ perception of others being engaged as “real people” in the same situation, is a crucial component in technology-rich learning environments (TREs). This study aims to identify major learning design, antecedents and outcomes of SP within TREs, and identify common findings from the past two decades. Design/methodology/approach Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses review principles and a qualitative analysis of selected articles, a final review of 72 studies that met inclusion criteria was obtained. Key information, including education level, discipline, sample size, study type and measurements, was extracted and studies were further analyzed and synthesized based on design features and learning modes. Findings The study identifies five crucial factors for instructional design to foster SP in TREs: technology affordances, multimedia features, social factors, instructional principles, learner characteristics and learning management systems. The authors compare two learning modes across three dimensions and identify popular technologies used in studies related to SP over the past two decades. Practical recommendations are provided for educators and educational technology developers to enhance SP within technology-rich learning environments. Originality/value This research contributes to the discourse on online learning and computer-supported communication, particularly in the post-COVID-19 era. By examining factors influencing SP and providing implications for instruction and educational technology development, this study offers evidence-based support to educators for engaging learners and fostering authentic learning experiences through adaptive selection of educational technologies.
{"title":"Social presence in technology-rich learning environments: how real we are feeling connected and how does it matter for learning?","authors":"Xiaoshan Huang, Alejandra Ruiz-Segura, Chen Tan, Ting-Hui Wang, Robin Sharma, Susanne P. Lajoie","doi":"10.1108/ils-04-2023-0034","DOIUrl":"https://doi.org/10.1108/ils-04-2023-0034","url":null,"abstract":"\u0000Purpose\u0000Social presence (SP), which refers to individuals’ perception of others being engaged as “real people” in the same situation, is a crucial component in technology-rich learning environments (TREs). This study aims to identify major learning design, antecedents and outcomes of SP within TREs, and identify common findings from the past two decades.\u0000\u0000\u0000Design/methodology/approach\u0000Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses review principles and a qualitative analysis of selected articles, a final review of 72 studies that met inclusion criteria was obtained. Key information, including education level, discipline, sample size, study type and measurements, was extracted and studies were further analyzed and synthesized based on design features and learning modes.\u0000\u0000\u0000Findings\u0000The study identifies five crucial factors for instructional design to foster SP in TREs: technology affordances, multimedia features, social factors, instructional principles, learner characteristics and learning management systems. The authors compare two learning modes across three dimensions and identify popular technologies used in studies related to SP over the past two decades. Practical recommendations are provided for educators and educational technology developers to enhance SP within technology-rich learning environments.\u0000\u0000\u0000Originality/value\u0000This research contributes to the discourse on online learning and computer-supported communication, particularly in the post-COVID-19 era. By examining factors influencing SP and providing implications for instruction and educational technology development, this study offers evidence-based support to educators for engaging learners and fostering authentic learning experiences through adaptive selection of educational technologies.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"13 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85316350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-18DOI: 10.1108/ils-02-2023-0010
Albert D. Ritzhaupt, Angela M. Kohnen, Christine Wusylko, Xiaoman Wang, K. Dawson, Max Sommer
Purpose The purpose of this study is to explore the role skepticism plays among adolescents’ online information literacy skills. Design/methodology/approach The authors provide the conceptual grounding to operationalize and measure the notion of skepticism in an online information literacy context. Inspired by an existing measure known as the Skepticism Scale (Hurtt, 2010), the authors made substantial revisions to the scale to target middle school and high school students’ skepticism in six distinct, but related factors: questioning mind; search for knowledge; suspension of judgment; self-esteem; interpersonal understanding; and autonomy. The authors provide preliminary evidence of validity and reliability of the revised Skepticism Scale using Exploratory Factor Analysis and performed multiple linear regression using the Skepticism Scale measures to predict an adolescents’ online information literacy skills. Findings The Skepticism Scale was found to produce internally consistent constructs for all six measures. Three of the six measures were related to online information literacy skills, including the search for knowledge, interpersonal understanding and questioning mind. Originality/value This paper attempts to examine the potentially positive role of skepticism in information literacy skills among adolescents.
{"title":"The role of skepticism among adolescents’ online information literacy skills","authors":"Albert D. Ritzhaupt, Angela M. Kohnen, Christine Wusylko, Xiaoman Wang, K. Dawson, Max Sommer","doi":"10.1108/ils-02-2023-0010","DOIUrl":"https://doi.org/10.1108/ils-02-2023-0010","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to explore the role skepticism plays among adolescents’ online information literacy skills.\u0000\u0000\u0000Design/methodology/approach\u0000The authors provide the conceptual grounding to operationalize and measure the notion of skepticism in an online information literacy context. Inspired by an existing measure known as the Skepticism Scale (Hurtt, 2010), the authors made substantial revisions to the scale to target middle school and high school students’ skepticism in six distinct, but related factors: questioning mind; search for knowledge; suspension of judgment; self-esteem; interpersonal understanding; and autonomy. The authors provide preliminary evidence of validity and reliability of the revised Skepticism Scale using Exploratory Factor Analysis and performed multiple linear regression using the Skepticism Scale measures to predict an adolescents’ online information literacy skills.\u0000\u0000\u0000Findings\u0000The Skepticism Scale was found to produce internally consistent constructs for all six measures. Three of the six measures were related to online information literacy skills, including the search for knowledge, interpersonal understanding and questioning mind.\u0000\u0000\u0000Originality/value\u0000This paper attempts to examine the potentially positive role of skepticism in information literacy skills among adolescents.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"11 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88402419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.1108/ils-02-2023-0012
Lian Duan, Hongbo Song, Xiaoshan Huang, Weihan Lin, Yana Jiang, Xingheng Wang, Yihua Wu
Purpose The study examined the impact of feedback types through a learning management system (LMS) on employees’ training performance. The purpose of this study is to establish effective feedback on advanced technologies for promoting corporate training. Design/methodology/approach A total of 148 trainees were recruited from a multinational medical company. Employees were randomly assigned to receive feedback from shallow to more constructive details on their learning performance with LMS. Data sources included are employees’ goal setting (GS) performance evaluated by the experts and their posttest scores obtained from the LMS. A series of statistical analyses were performed to investigate the impact of feedback intervention on employees’ GS and their impacts on corporate training results. Findings GS has a significant impact on learning outcomes. Employees who set greater specific goals attained higher scores. Furthermore, feedback with more formative evaluation and constructive developmental advice resulted in the most significant positive influence on the relationship between participants’ GS and learning outcomes. Practical implications Organizations can benefit from delivering appropriate feedback using LMS to enhance employees’ GS and learning efficacy in corporate training. Originality/value This study is one of the first to examine the moderating effect of feedback provided by LMS on GS and online learning performance in corporate training. This study contributes to GS theory for practical application and proposes a viable method for remote learning. The current study’s findings can be used to provide educational psychological insights for training and learning in industrial contexts.
{"title":"The influence of feedback on employees’ goal setting and performance in online corporate training: a moderation effect","authors":"Lian Duan, Hongbo Song, Xiaoshan Huang, Weihan Lin, Yana Jiang, Xingheng Wang, Yihua Wu","doi":"10.1108/ils-02-2023-0012","DOIUrl":"https://doi.org/10.1108/ils-02-2023-0012","url":null,"abstract":"\u0000Purpose\u0000The study examined the impact of feedback types through a learning management system (LMS) on employees’ training performance. The purpose of this study is to establish effective feedback on advanced technologies for promoting corporate training.\u0000\u0000\u0000Design/methodology/approach\u0000A total of 148 trainees were recruited from a multinational medical company. Employees were randomly assigned to receive feedback from shallow to more constructive details on their learning performance with LMS. Data sources included are employees’ goal setting (GS) performance evaluated by the experts and their posttest scores obtained from the LMS. A series of statistical analyses were performed to investigate the impact of feedback intervention on employees’ GS and their impacts on corporate training results.\u0000\u0000\u0000Findings\u0000GS has a significant impact on learning outcomes. Employees who set greater specific goals attained higher scores. Furthermore, feedback with more formative evaluation and constructive developmental advice resulted in the most significant positive influence on the relationship between participants’ GS and learning outcomes.\u0000\u0000\u0000Practical implications\u0000Organizations can benefit from delivering appropriate feedback using LMS to enhance employees’ GS and learning efficacy in corporate training.\u0000\u0000\u0000Originality/value\u0000This study is one of the first to examine the moderating effect of feedback provided by LMS on GS and online learning performance in corporate training. This study contributes to GS theory for practical application and proposes a viable method for remote learning. The current study’s findings can be used to provide educational psychological insights for training and learning in industrial contexts.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"18 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84986207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-14DOI: 10.1108/ils-03-2023-0022
P. Archila, Brigithe Tatiana Ortiz, Anne-Marie Truscott de Mejía, Silvia Restrepo
Purpose Seeking online bilingual scientific information is a key aspect of bilingual scientific Web literacy – abilities to engage critically with science on the Web using two languages. This study aims to determine whether factors such as age, education major, gender and type of school attended at secondary level (monolingual, bilingual, trilingual) influence undergraduates’ ability to search online Spanish-English bilingual scientific information. Design/methodology/approach The participants in this study were 60 students (43 females and 17 males, 18–25 years old) enrolled in a university bilingual science course at a high-ranked Colombian university. They were asked to complete two tasks in which they had to seek online scientific information in Spanish and in English and post their responses on the Web application, Padlet® (padlet.com). Findings Results indicate that students’ gender and age influence their academic performance in both tasks and level of originality in using information obtained via the Web, respectively. Moreover, the “scientific journal” was the top source of online information from which participants sought most information to complete both tasks. Originality/value People are becoming increasingly accustomed to seeking and sharing online scientific information to support points of view and make decisions. However, it is not known which factors influence students’ ability to seek online first language-English bilingual scientific information in countries where English is the second or foreign language.
{"title":"Investigating factors that influence students’ ability to seek online bilingual scientific information","authors":"P. Archila, Brigithe Tatiana Ortiz, Anne-Marie Truscott de Mejía, Silvia Restrepo","doi":"10.1108/ils-03-2023-0022","DOIUrl":"https://doi.org/10.1108/ils-03-2023-0022","url":null,"abstract":"\u0000Purpose\u0000Seeking online bilingual scientific information is a key aspect of bilingual scientific Web literacy – abilities to engage critically with science on the Web using two languages. This study aims to determine whether factors such as age, education major, gender and type of school attended at secondary level (monolingual, bilingual, trilingual) influence undergraduates’ ability to search online Spanish-English bilingual scientific information.\u0000\u0000\u0000Design/methodology/approach\u0000The participants in this study were 60 students (43 females and 17 males, 18–25 years old) enrolled in a university bilingual science course at a high-ranked Colombian university. They were asked to complete two tasks in which they had to seek online scientific information in Spanish and in English and post their responses on the Web application, Padlet® (padlet.com).\u0000\u0000\u0000Findings\u0000Results indicate that students’ gender and age influence their academic performance in both tasks and level of originality in using information obtained via the Web, respectively. Moreover, the “scientific journal” was the top source of online information from which participants sought most information to complete both tasks.\u0000\u0000\u0000Originality/value\u0000People are becoming increasingly accustomed to seeking and sharing online scientific information to support points of view and make decisions. However, it is not known which factors influence students’ ability to seek online first language-English bilingual scientific information in countries where English is the second or foreign language.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"65 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87470051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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