Abstract
This paper overviews a summer 2020 pilot survey of educators’ perspectives on the intersection of educational technology and datafication in higher education classrooms. The brief, international survey of university teachers used four proxy questions to frame a baseline snapshot of higher education teaching populations’ knowledge, practices, experience, and perspectives on data and online learning: this paper focuses specifically on the results of the knowledge and practice questions. The paper suggests that, in the Emergency Remote Education (ERE) context generated by the COVID-19 pandemic, higher education instructors teaching online demonstrate patterns of limited knowledge and practice surrounding the data aspects of their classroom tools. The paper posits an urgent need for institutional and sector-wide policy and faculty development around data and online classroom tools, and for data ethics to be addressed as part of institutions’ ERE transition online.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
