Advancing Ethics Frameworks and Scenario-Based Learning to Support Educational Research into Mobile Learning

Autor/inn/en	Andrews, Trish; Dyson, Laurel Evelyn; Wishart, Jocelyn
Titel	Advancing Ethics Frameworks and Scenario-Based Learning to Support Educational Research into Mobile Learning
Quelle	In: International Journal of Research & Method in Education, 38 (2015) 3, S.320-334 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2015.1026252
Schlagwörter	Ethics; Educational Research; Electronic Learning; Mass Media Use; Research Problems; Vignettes; Educational Practices; Educational Researchers; Teacher Researchers; Workshops; Focus Groups; Research Methodology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Ethik; Bildungsforschung; Pädagogische Forschung; Mediennutzung; Forschungskritik; Bildungspraxis; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Lehrerforschung; Lernwerkstatt; Schulung; Research method; Forschungsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The ubiquity of mobile devices and their use for collecting and sharing data require a reconsideration of approaches taken to managing ethical concerns in the educational research context. In the mobile age, the concept of educational research extends beyond traditional understandings and contexts due to: the wide range of mobile learning research settings, the immediacy with which mobile devices connect to social media, heightened privacy concerns and uncertainty about informed consent. This paper explores some of the ethical challenges and proposes that ethics frameworks and scenario-based learning can be powerful tools to assist educational researchers to better understand the ethical complexities of research using mobile devices and social media. An ethics framework for mobile learning research and several exemplar scenarios created during two workshops are presented. The authors make a case for this approach to be used for professional development for mobile learning researchers which may include teachers researching their own mobile learning practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01