Educator Perspectives on Research Using Digital Learning Platforms
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| Title: | Educator Perspectives on Research Using Digital Learning Platforms |
|---|---|
| Language: | English |
| Authors: | Stefani Pautz Stephenson, Brittany C. Bradford, Amanda Wortman, Cheryl Robertson, Chad Sorrells, Debshila Basu Mallick, Digital Promise, Empirical Education Inc., Institute of Education Sciences (ED) |
| Source: | Digital Promise. 2026. |
| Availability: | Digital Promise. 1001 Connecticut Avenue NW Suite 935, Washington DC 20036. Tel: 202-450-3675; e-mail: contact@digitalpromise.org; Web site: https://digitalpromise.org/ |
| Peer Reviewed: | N |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Teacher Attitudes, Educational Technology, Learning Management Systems, Elementary Secondary Education, Higher Education, Ethics, Educational Research, Barriers, Technology Uses in Education, Electronic Learning |
| Abstract: | As digital learning platforms (DLPs) increasingly serve as educational research infrastructure, a persistent divide remains between researchers and frontline practitioners. This descriptive study, conducted with SEERNet, surveyed 43 educators to explore perceptions of the benefits, challenges, and ethical dimensions of DLP-based research across K-12 and higher education contexts. The findings reveal a shared, positive commitment to leveraging research for evidence-based pedagogical insights. However, institutional cultures differ significantly. Higher education faculty report greater research awareness, active participation, and institutional alignment. Conversely, K-12 educators face tighter logistical constraints and a pronounced transparency gap; while they view student data privacy as paramount, most remain unaware of specific platform safeguards. To transition from an "extractive" research model to a collaborative ecosystem, the authors recommend cultivating formal Research-Practice Partnerships (RPPs), translating data into actionable classroom strategies, and providing clear, plain-language documentation regarding student data privacy. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED682391 |
| Database: | ERIC |
| Abstract: | As digital learning platforms (DLPs) increasingly serve as educational research infrastructure, a persistent divide remains between researchers and frontline practitioners. This descriptive study, conducted with SEERNet, surveyed 43 educators to explore perceptions of the benefits, challenges, and ethical dimensions of DLP-based research across K-12 and higher education contexts. The findings reveal a shared, positive commitment to leveraging research for evidence-based pedagogical insights. However, institutional cultures differ significantly. Higher education faculty report greater research awareness, active participation, and institutional alignment. Conversely, K-12 educators face tighter logistical constraints and a pronounced transparency gap; while they view student data privacy as paramount, most remain unaware of specific platform safeguards. To transition from an "extractive" research model to a collaborative ecosystem, the authors recommend cultivating formal Research-Practice Partnerships (RPPs), translating data into actionable classroom strategies, and providing clear, plain-language documentation regarding student data privacy. |
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