Examples of good and bad practice

1. Introduction

The development of e-learning has brought new opportunities for flexibility, accessibility and innovation in education. However, with these changes came ethical dilemmas that require reflection and responsible decisions. Digital environments raise questions about the limits of privacy, the proportionality of surveillance, and how pedagogical models are transferred to the online space.

Unethical practices, such as excessive use of surveillance technology, unwittingly violating student privacy, or mechanically replicating traditional teaching into a virtual environment, can lead to a loss of trust, reduced motivation, and impaired quality of the educational experience.

Here we will present some examples of good and bad practices in resolving these dilemmas and offer guidelines on how to avoid or mitigate them, with an emphasis on the ethical principles of fairness, inclusiveness, and accountability.

2. Excessive use of technology for monitoring students

The introduction of digital tools to monitor students during online classes and exams raises serious ethical questions. While the goal may be to ensure academic integrity, excessive surveillance often oversteps the boundaries of privacy and creates distrust. This segment considers the consequences of such practices and the possibilities for finding balanced solutions.

Example of bad practice:

The use of invasive monitoring tools during online exams, so-called proctoring, can be considered a violation of students' rights and raises serious ethical dilemmas. Systems that require recording of the face, environment and sound or even tracking eye movements and computer work create a feeling of constant surveillance. Such an approach not only causes stress, but also puts students in an unequal position, as those who do not have technically perfect conditions (fast internet, quality camera, quiet space) may be discriminated against. Furthermore, long-term storage of recordings in external systems increases the risk of misuse of personal data.

Example of good practice:

Instead of repressive technologies, teachers who apply pedagogical design that makes cheating difficult while encouraging originality demonstrate ethical responsibility. Examples include personalized assignments, essays that require critical analysis, or team projects. This shifts the focus from "catching" students to creating conditions where cheating is not an attractive option. Such an approach builds a culture of trust and reduces the need for intrusive surveillance.

How to avoid/mitigate such a situation:

Institutions should consider the proportionality of any surveillance measure. If remote proctoring technologies are used, their use must be clearly justified, time-limited and transparent. Students must know what is being recorded, who has access to the data and how long the recordings will be kept. This ensures that surveillance does not become a form of digital repression, but rather a balance between academic integrity and privacy protection.

3. Violation of student privacy

Student privacy is one of the fundamental ethical challenges in digital education. The way in which recordings, results and personal data are stored and shared can significantly impact their safety and sense of trust. Here are examples of bad and good practices, and ways to avoid the risks.

Example of bad practice:

Student privacy is often compromised unintentionally, but with serious consequences. Examples include publicly sharing lecture recordings with students’ names and faces, publishing test results with personal information, or asking students to reveal sensitive information (e.g., during online discussions). Such practices can lead to feelings of discomfort, stigmatization, or even violations of legal provisions such as GDPR. Ethics dictate that students’ personal data should never be made public without explicit consent.

Example of good practice:

Institutions that protect student privacy use solutions such as limiting access to recordings (only to the course they belong to), allowing students to participate anonymously in surveys and forums, and clearly communicating how the data will be used. An example of good practice is systematically educating teachers to share personal data only at the necessary level (e.g., grades via a secure LMS, not via email). This builds trust and respect for students as equal participants in the educational process.

How to avoid/mitigate such a situation:

Risks can be mitigated by adopting clear privacy policies and consistently enforcing them. Any data collection and disclosure must be purposeful, minimal, and transparent. Students should be actively involved by giving them the opportunity to decide whether their data will be used (e.g., opting out of video recording). In this way, privacy becomes not just a technical issue of data protection, but also an ethical value in the practice of digital education.

4. Literal copying of pedagogical patterns from the physical to the online classroom

Transferring traditional classroom methods to the online space without adapting them to the digital context can lead to ethical issues. Students often find themselves in unequal access situations, and unadapted teaching formats increase inequality and reduce engagement. This segment analyzes why such an approach is problematic and how to improve it.

Example of bad practice:

One of the common problems in online education is when teachers literally transfer methods from the physical classroom to the virtual environment, without considering its specificities. For example, holding several hours of face-to-face lectures via videoconference can be not only inefficient, but also ethically problematic. Students in an online environment often do not have the same technical conditions: some have poor internet, others do not have a quiet space to work, and still others have to combine classes with family or work obligations. Imposing the same patterns as in a physical classroom can put students in an unequal position, thus violating the principles of fairness and inclusiveness.

Example of good practice:

Teachers who adapt methods to the online environment, such as using shorter and more focused lessons, combining synchronous and asynchronous activities, and offering flexible forms of participation, demonstrate ethical responsibility towards students. In this way, they respect different learning contexts and ensure that no one is discriminated against due to technical or personal conditions.

How to avoid/mitigate such a situation:

To avoid this ethical problem, it is necessary to start from the principle of equal opportunities. Teaching should be designed so that students have multiple ways to access content and participate in activities. This may include recorded materials available on demand, additional resources for those who cannot participate in person, or the possibility of submitting assignments in flexible deadlines. In this way, the pedagogical approach does not copy the limitations of the physical classroom, but uses the potential of the digital environment to create a more equitable and inclusive educational experience.

5. Conclusion

Resolving ethical dilemmas in e-learning requires critical thinking and the ability to view problems from multiple perspectives: students, teachers, the institution, and the wider community. Through the scenarios and questions you covered, you had the opportunity to consider the topics of anonymity and data protection, respect for copyright, protecting student privacy in online exams, and transparency in sharing information with third parties.

The key message of the assignment is that ethical challenges in digital education cannot be solved by technical or legal measures alone. They require responsible practice, clear communication with students, and a culture of trust in the educational community. Your notes and proposals should reflect this dimension, how concrete solutions can improve equity, safety, and the quality of learning.

6. References

• Travers-Hayward, M., Neutzling, N. and Steeves, M. (2021). I can’t see you? ethical considerations of web camera use in online environments. Ethical Use of Technology in Digital Learning Environments: Graduate Student Perspectives, Volume 2. https://pressbooks.openeducationalberta.ca/educationaltechnologyethics2/chapter/i-cant-see-you-ethical-considerations-of-web-camera-use-in-online-environments/
• Travers-Hayward, M., Neutzling, N. and Luinstra, D. (2021). The use of Eproctoring software at post-secondary institutions: A balanced approach. Ethical Use of Technology in Digital Learning Environments: Graduate Student Perspectives, Volume 2. https://pressbooks.openeducationalberta.ca/educationaltechnologyethics2/chapter/final-chapter-6-the-use-of-eproctoring-software-at-post-secondary-institutions-a-balanced-approach/