System design implications of online surveillance in learning platforms: a data management perspective
| dc.contributor.advisor | Breytenbach, Johan | |
| dc.contributor.author | Sterras, Raihaan | |
| dc.date.accessioned | 2025-05-29T06:03:18Z | |
| dc.date.available | 2025-05-29T06:03:18Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | Purpose: In the wake of the COVID-19 pandemic and the resultant uncritical mass uptake of online and blended learning approaches to replace face-to-face lectures, learning systems/platform designers are re-evaluating the negative effects of online learning systems. The purpose of the study is to systematically identify and review all relevant articles over the past two decades that discuss the negative effects of online learning systems and to provide key data management considerations. These key considerations identify important data management principles that should be considered during the design of online learning platforms to prevent the misuse of online data. Methodology/design: The online education system-surveillance debate captured some interest in the previous decade and again in recent years leading up to 2021. Using a systematic literature review approach, we trace key articles in the online surveillance debate over the last two decades. From these articles, we extract system design considerations using the data management lens to inform the design of online learning systems and to prevent misuse of data within the online surveillance paradigm. Practical implications: This research has implications for system designers who develop online education platforms. This qualitative study gathers articles from the past two decades to identify key principles that could assist in developing a future system design framework for online educational platforms. These key principles can enhance the online data security of the educational institution. Originality/value: This paper looks to identify the key principles from a data management perspective that need to be considered when developing online educational platforms. The systemic view of these principles will provide system designers with a minimal framework that identifies considerations when developing an online education platform, thereby enhancing the online data management of individuals (students and staff). Data Collection: We used the systematic four-phase approach to collect data. The approach uses a systematic approach to identify themes, organise, and offer insight into the meaning of themes. Finding/Recommendation: The study's findings identified six key design principles that should be taken into account when designing any LMS system within the HEI. These principles include (1) safety, which involves creating safe online collaboration spaces; (2) consent; (3) no surveillance and denormalisation of surveillance; (4) regulatory principles; (5) learning analytics paradox; and (6) preventing behavioural manipulation. | |
| dc.identifier.uri | https://hdl.handle.net/10566/20462 | |
| dc.language.iso | en | |
| dc.publisher | University of the Western Cape | |
| dc.subject | System Design | |
| dc.subject | Online Surveillance | |
| dc.subject | Learning Management Systems | |
| dc.subject | Data Management | |
| dc.subject | Online learning | |
| dc.title | System design implications of online surveillance in learning platforms: a data management perspective | |
| dc.type | Thesis |