Ethical issues and approach in e-learning

Digital e-learning platforms collect diverse data about students. These are not only basic personal data, but also complex sets of information that enable detailed analysis of student behavior and engagement. The most commonly collected data include identification data (name, surname, username, e-mail), academic data (grades, test results, activity completion status), but also metadata (login time, session duration, number of clicks or frequency of viewing material).

For example, the Moodle LMS records how many times a student has accessed a particular resource, how much time they have spent completing a test, or whether they have participated in a discussion forum. This data can be useful for teachers to identify students who need additional support. If a teacher sees that a student is rarely logging in or never completing assigned activities, they can send them an individual message of support or suggest a consultation.

On the other hand, such data can be misused if it is used without a clear purpose or transparency. An example of unethical practice would be if metadata (e.g. IP address, access location) is used to monitor students' private lives.

A separate segment is data from communication and collaboration tools, such as recordings of online lectures, chat logs, or work on shared documents. These materials contain images of students' faces and therefore require additional attention in terms of protection. An example of good practice is when lecture recordings are stored only within the e-learning system and are only available to students enrolled in the course, and not to the general public.

Ultimately, while data collection can enhance the learning process, it is ethically imperative that students always know what data is being collected and that they are given the opportunity to give informed consent. This ensures a balance between the benefits of data access and the protection of student rights.