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Avoiding the Dark Side of Digital Transformation in Teaching. An Institutional Reference Framework for eLearning in Higher Education

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  • Francisco José García-Peñalvo

    (GRIAL Research Group, Computer Science Department, Research Institute for Educational Sciences, University of Salamanca, 37008 Salamanca, Spain)

Abstract

The purpose of this paper is to define a reference framework for introducing eLearning practices in mainly face-to-face higher education institutions. We suggest a suitable adoption and management of associated infrastructures and processes, in order to guarantee the ethical use of data in the related academic and learning analytics. A theoretical framework is proposed after years of practice and experience in the institutional government of IT processes related to learning technology. The digital transformation of teaching should imply the right technological decisions made by people and for people, in order to achieve a more inclusive, participative, and human university supported by technology. digital transformation is a social requirement of governments, companies, and institutions, and it should take into account the associated risks of the unethical use of technology, which leads to the dark side of transformation processes. eLearning approaches, especially with the influence of the COVID-19 outbreaks, are increasing the need for digital mechanisms in universities. Further, there is a need for strategical support and reference models if we are to avoid these undesired effects.

Suggested Citation

  • Francisco José García-Peñalvo, 2021. "Avoiding the Dark Side of Digital Transformation in Teaching. An Institutional Reference Framework for eLearning in Higher Education," Sustainability, MDPI, vol. 13(4), pages 1-16, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:4:p:2023-:d:498784
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    References listed on IDEAS

    as
    1. Hess, Thomas & Matt, Christian & Benlian, Alexander & Wiesböck, Florian, 2016. "Options for Formulating a Digital Transformation Strategy," Publications of Darmstadt Technical University, Institute for Business Studies (BWL) 81032, Darmstadt Technical University, Department of Business Administration, Economics and Law, Institute for Business Studies (BWL).
    2. Carina S. González-González & Alfonso Infante-Moro & Juan C. Infante-Moro, 2020. "Implementation of E-Proctoring in Online Teaching: A Study about Motivational Factors," Sustainability, MDPI, vol. 12(8), pages 1-13, April.
    3. -, 2020. "Education in the time of COVID-19," Coediciones, Naciones Unidas Comisión Económica para América Latina y el Caribe (CEPAL), number 45905 edited by Eclac.
    4. repec:ecr:col016:45905 is not listed on IDEAS
    5. Harold Tinoco-Giraldo & Eva María Torrecilla Sánchez & Francisco José García-Peñalvo, 2020. "E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research," Sustainability, MDPI, vol. 12(11), pages 1-23, May.
    6. Daniel Amo & Marc Alier & Francisco José García-Peñalvo & David Fonseca & María José Casañ, 2020. "Protected Users: A Moodle Plugin To Improve Confidentiality and Privacy Support through User Aliases," Sustainability, MDPI, vol. 12(6), pages 1-16, March.
    7. Adam J. Mills & Kirk Plangger, 2015. "Social media strategy for online service brands," The Service Industries Journal, Taylor & Francis Journals, vol. 35(10), pages 521-536, July.
    8. Hess, Thomas & Matt, Christian & Benlian, Alexander & Wiesböck, Florian, 2016. "Options for Formulating a Digital Transformation Strategy," Publications of Darmstadt Technical University, Institute for Business Studies (BWL) 82423, Darmstadt Technical University, Department of Business Administration, Economics and Law, Institute for Business Studies (BWL).
    9. Ángel Fidalgo-Blanco & María Luisa Sein-Echaluce & Francisco J. García-Peñalvo, 2014. "Knowledge Spirals in Higher Education Teaching Innovation," International Journal of Knowledge Management (IJKM), IGI Global Scientific Publishing, vol. 10(4), pages 16-37, October.
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