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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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED682391
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PubType: Report
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  Data: Educator Perspectives on Research Using Digital Learning Platforms
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  Data: <searchLink fieldCode="AR" term="%22Stefani+Pautz+Stephenson%22">Stefani Pautz Stephenson</searchLink><br /><searchLink fieldCode="AR" term="%22Brittany+C%2E+Bradford%22">Brittany C. Bradford</searchLink><br /><searchLink fieldCode="AR" term="%22Amanda+Wortman%22">Amanda Wortman</searchLink><br /><searchLink fieldCode="AR" term="%22Cheryl+Robertson%22">Cheryl Robertson</searchLink><br /><searchLink fieldCode="AR" term="%22Chad+Sorrells%22">Chad Sorrells</searchLink><br /><searchLink fieldCode="AR" term="%22Debshila+Basu+Mallick%22">Debshila Basu Mallick</searchLink><br /><searchLink fieldCode="AR" term="%22Digital+Promise%22">Digital Promise</searchLink><br /><searchLink fieldCode="AR" term="%22Empirical+Education+Inc%2E%22">Empirical Education Inc.</searchLink><br /><searchLink fieldCode="AR" term="%22Institute+of+Education+Sciences+%28ED%29%22">Institute of Education Sciences (ED)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Digital+Promise%22"><i>Digital Promise</i></searchLink>. 2026.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
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  Data: N
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  Label: Page Count
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  Data: 20
– Name: DatePubCY
  Label: Publication Date
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  Data: 2026
– Name: TypeDocument
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  Data: Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
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  Data: As Provided
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  Label: IES Funded
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  Data: Yes
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  Data: 2026
– Name: AN
  Label: Accession Number
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  Data: ED682391
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED682391
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      – Text: English
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    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Learning Management Systems
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Electronic Learning
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      – TitleFull: Educator Perspectives on Research Using Digital Learning Platforms
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