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Janis Wong, Lea Racine, Tristan Henderson, Kirstie Ball, Online Learning as a Commons: Supporting students’ data protection preferences through a collaborative digital environment, 14 (2023) JIPITEC 251 para 1.
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%0 Journal Article %T Online Learning as a Commons: Supporting students’ data protection preferences through a collaborative digital environment %A Wong, Janis %A Racine, Lea %A Henderson, Tristan %A Ball, Kirstie %J JIPITEC %D 2023 %V 14 %N 2 %@ 2190-3387 %F wong2023 %X The COVID-19 pandemic has accelerated the adoption of technology in education, where higher education institutions had to implement online teaching models overnight, without time for due consideration of appropriate data protection practices or impact assessments. The General Data Protection Regulation (GDPR) attempts to limit the negative effects caused by the digitisation of education such as lecture capture, tutorial recording, and education surveillance. The GDPR, however, may be insufficient in removing the power imbalance between students and their institutions, where students as data subjects have no choice but to accept their institutions’ terms or be locked out of academia. To increase protection of students’ autonomy, we propose an online learning data protection-focused data commons to support their agency with regards to protecting their personal data. We explain how a commons could apply to online learning, then develop and test an application to put the commons into practice. From our results, we find that although over 50% of students trust universities and staff with their online learning personal data, more transparency on institutional policies and data protection rights can support higher online learning participation rates, help mitigate potential data protection harms, and give students agency over their personal data beyond consent. We conclude that further research is required to move away from consent as the lawful basis for tutorial recordings, support inclusive online learning pedagogies, and balance the implementation of educational technologies with the need to deliver online learning to benefit students’ academic experience. %L 340 %K Commons %K Data commons %K Data protection %K Education %K Online learning %U http://nbn-resolving.de/urn:nbn:de:0009-29-57366 %P 251-NoneDownload
Bibtex
@Article{wong2023,
author = "Wong, Janis
and Racine, Lea
and Henderson, Tristan
and Ball, Kirstie",
title = "Online Learning as a Commons: Supporting students' data protection preferences through a collaborative digital environment",
journal = "JIPITEC",
year = "2023",
volume = "14",
number = "2",
pages = "251--None",
keywords = "Commons; Data commons; Data protection; Education; Online learning",
abstract = "The COVID-19 pandemic has accelerated the adoption of technology in education, where higher education institutions had to implement online teaching models overnight, without time for due consideration of appropriate data protection practices or impact assessments. The General Data Protection Regulation (GDPR) attempts to limit the negative effects caused by the digitisation of education such as lecture capture, tutorial recording, and education surveillance. The GDPR, however, may be insufficient in removing the power imbalance between students and their institutions, where students as data subjects have no choice but to accept their institutions' terms or be locked out of academia. To increase protection of students' autonomy, we propose an online learning data protection-focused data commons to support their agency with regards to protecting their personal data. We explain how a commons could apply to online learning, then develop and test an application to put the commons into practice. From our results, we find that although over 50{\%} of students trust universities and staff with their online learning personal data, more transparency on institutional policies and data protection rights can support higher online learning participation rates, help mitigate potential data protection harms, and give students agency over their personal data beyond consent. We conclude that further research is required to move away from consent as the lawful basis for tutorial recordings, support inclusive online learning pedagogies, and balance the implementation of educational technologies with the need to deliver online learning to benefit students' academic experience.",
issn = "2190-3387",
url = "http://nbn-resolving.de/urn:nbn:de:0009-29-57366"
}
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TY - JOUR AU - Wong, Janis AU - Racine, Lea AU - Henderson, Tristan AU - Ball, Kirstie PY - 2023 DA - 2023// TI - Online Learning as a Commons: Supporting students’ data protection preferences through a collaborative digital environment JO - JIPITEC SP - 251 EP - None VL - 14 IS - 2 KW - Commons KW - Data commons KW - Data protection KW - Education KW - Online learning AB - The COVID-19 pandemic has accelerated the adoption of technology in education, where higher education institutions had to implement online teaching models overnight, without time for due consideration of appropriate data protection practices or impact assessments. The General Data Protection Regulation (GDPR) attempts to limit the negative effects caused by the digitisation of education such as lecture capture, tutorial recording, and education surveillance. The GDPR, however, may be insufficient in removing the power imbalance between students and their institutions, where students as data subjects have no choice but to accept their institutions’ terms or be locked out of academia. To increase protection of students’ autonomy, we propose an online learning data protection-focused data commons to support their agency with regards to protecting their personal data. We explain how a commons could apply to online learning, then develop and test an application to put the commons into practice. From our results, we find that although over 50% of students trust universities and staff with their online learning personal data, more transparency on institutional policies and data protection rights can support higher online learning participation rates, help mitigate potential data protection harms, and give students agency over their personal data beyond consent. We conclude that further research is required to move away from consent as the lawful basis for tutorial recordings, support inclusive online learning pedagogies, and balance the implementation of educational technologies with the need to deliver online learning to benefit students’ academic experience. SN - 2190-3387 UR - http://nbn-resolving.de/urn:nbn:de:0009-29-57366 ID - wong2023 ER -Download
Wordbib
<?xml version="1.0" encoding="UTF-8"?> <b:Sources SelectedStyle="" xmlns:b="http://schemas.openxmlformats.org/officeDocument/2006/bibliography" xmlns="http://schemas.openxmlformats.org/officeDocument/2006/bibliography" > <b:Source> <b:Tag>wong2023</b:Tag> <b:SourceType>ArticleInAPeriodical</b:SourceType> <b:Year>2023</b:Year> <b:PeriodicalTitle>JIPITEC</b:PeriodicalTitle> <b:Volume>14</b:Volume> <b:Issue>2</b:Issue> <b:Url>http://nbn-resolving.de/urn:nbn:de:0009-29-57366</b:Url> <b:Pages>251-None</b:Pages> <b:Author> <b:Author><b:NameList> <b:Person><b:Last>Wong</b:Last><b:First>Janis</b:First></b:Person> <b:Person><b:Last>Racine</b:Last><b:First>Lea</b:First></b:Person> <b:Person><b:Last>Henderson</b:Last><b:First>Tristan</b:First></b:Person> <b:Person><b:Last>Ball</b:Last><b:First>Kirstie</b:First></b:Person> </b:NameList></b:Author> </b:Author> <b:Title>Online Learning as a Commons: Supporting students’ data protection preferences through a collaborative digital environment</b:Title> <b:Comments>The COVID-19 pandemic has accelerated the adoption of technology in education, where higher education institutions had to implement online teaching models overnight, without time for due consideration of appropriate data protection practices or impact assessments. The General Data Protection Regulation (GDPR) attempts to limit the negative effects caused by the digitisation of education such as lecture capture, tutorial recording, and education surveillance. The GDPR, however, may be insufficient in removing the power imbalance between students and their institutions, where students as data subjects have no choice but to accept their institutions’ terms or be locked out of academia. To increase protection of students’ autonomy, we propose an online learning data protection-focused data commons to support their agency with regards to protecting their personal data. We explain how a commons could apply to online learning, then develop and test an application to put the commons into practice. From our results, we find that although over 50% of students trust universities and staff with their online learning personal data, more transparency on institutional policies and data protection rights can support higher online learning participation rates, help mitigate potential data protection harms, and give students agency over their personal data beyond consent. We conclude that further research is required to move away from consent as the lawful basis for tutorial recordings, support inclusive online learning pedagogies, and balance the implementation of educational technologies with the need to deliver online learning to benefit students’ academic experience.</b:Comments> </b:Source> </b:Sources>Download
ISI
PT Journal AU Wong, J Racine, L Henderson, T Ball, K TI Online Learning as a Commons: Supporting students’ data protection preferences through a collaborative digital environment SO JIPITEC PY 2023 BP 251 EP None VL 14 IS 2 DE Commons; Data commons; Data protection; Education; Online learning AB The COVID-19 pandemic has accelerated the adoption of technology in education, where higher education institutions had to implement online teaching models overnight, without time for due consideration of appropriate data protection practices or impact assessments. The General Data Protection Regulation (GDPR) attempts to limit the negative effects caused by the digitisation of education such as lecture capture, tutorial recording, and education surveillance. The GDPR, however, may be insufficient in removing the power imbalance between students and their institutions, where students as data subjects have no choice but to accept their institutions’ terms or be locked out of academia. To increase protection of students’ autonomy, we propose an online learning data protection-focused data commons to support their agency with regards to protecting their personal data. We explain how a commons could apply to online learning, then develop and test an application to put the commons into practice. From our results, we find that although over 50% of students trust universities and staff with their online learning personal data, more transparency on institutional policies and data protection rights can support higher online learning participation rates, help mitigate potential data protection harms, and give students agency over their personal data beyond consent. We conclude that further research is required to move away from consent as the lawful basis for tutorial recordings, support inclusive online learning pedagogies, and balance the implementation of educational technologies with the need to deliver online learning to benefit students’ academic experience. ERDownload
Mods
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<abstract>The COVID-19 pandemic has accelerated the adoption of technology in education, where higher education institutions had to implement online teaching models overnight, without time for due consideration of appropriate data protection practices or impact assessments. The General Data Protection Regulation (GDPR) attempts to limit the negative effects caused by the digitisation of education such as lecture capture, tutorial recording, and education surveillance. The GDPR, however, may be insufficient in removing the power imbalance between students and their institutions, where students as data subjects have no choice but to accept their institutions’ terms or be locked out of academia. To increase protection of students’ autonomy, we propose an online learning data protection-focused data commons to support their agency with regards to protecting their personal data. We explain how a commons could apply to online learning, then develop and test an application to put the commons into practice. From our results, we find that although over 50% of students trust universities and staff with their online learning personal data, more transparency on institutional policies and data protection rights can support higher online learning participation rates, help mitigate potential data protection harms, and give students agency over their personal data beyond consent. We conclude that further research is required to move away from consent as the lawful basis for tutorial recordings, support inclusive online learning pedagogies, and balance the implementation of educational technologies with the need to deliver online learning to benefit students’ academic experience.</abstract>
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Download
Full Metadata
| Bibliographic Citation | Journal of intellectual property, information technology and electronic commerce law 14 (2023) 2 |
|---|---|
| Title |
Online Learning as a Commons: Supporting students’ data protection preferences through a collaborative digital environment (eng) |
| Author | Janis Wong, Lea Racine, Tristan Henderson, Kirstie Ball |
| Language | eng |
| Abstract | The COVID-19 pandemic has accelerated the adoption of technology in education, where higher education institutions had to implement online teaching models overnight, without time for due consideration of appropriate data protection practices or impact assessments. The General Data Protection Regulation (GDPR) attempts to limit the negative effects caused by the digitisation of education such as lecture capture, tutorial recording, and education surveillance. The GDPR, however, may be insufficient in removing the power imbalance between students and their institutions, where students as data subjects have no choice but to accept their institutions’ terms or be locked out of academia. To increase protection of students’ autonomy, we propose an online learning data protection-focused data commons to support their agency with regards to protecting their personal data. We explain how a commons could apply to online learning, then develop and test an application to put the commons into practice. From our results, we find that although over 50% of students trust universities and staff with their online learning personal data, more transparency on institutional policies and data protection rights can support higher online learning participation rates, help mitigate potential data protection harms, and give students agency over their personal data beyond consent. We conclude that further research is required to move away from consent as the lawful basis for tutorial recordings, support inclusive online learning pedagogies, and balance the implementation of educational technologies with the need to deliver online learning to benefit students’ academic experience. |
| Subject | Commons, Data commons, Data protection, Education, Online learning |
| DDC | 340 |
| Rights | DPPL |
| URN: | urn:nbn:de:0009-29-57366 |
