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Stakeholder Perspectives on the Ethics of AI in Distance-Based Higher Education

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dc.contributor.authorHolmes, Wayne
dc.contributor.authorIniesto, Francisco
dc.contributor.authorAnastopoulou, Stamatina
dc.contributor.authorGonzález Boticario, Jesús
dc.contributor.orcidhttps://orcid.org/0000-0002-8352-1594
dc.contributor.orcidhttps://orcid.org/0000-0003-3946-3056
dc.contributor.orcidhttps://orcid.org/0000-0003-2550-2237
dc.date.accessioned2025-01-13T09:09:53Z
dc.date.available2025-01-13T09:09:53Z
dc.date.issued2023
dc.descriptionThe registered version of this article, first published in “ The International Review of Research in Open and Distributed Learning, 24, 2023", is available online at the publisher's website: Athabasca University, https://doi.org/10.19173/irrodl.v24i2.6089 La versión registrada de este artículo, publicado por primera vez en “The International Review of Research in Open and Distributed Learning, 24, 2023", está disponible en línea en el sitio web del editor: Athabasca University, https://doi.org/10.19173/irrodl.v24i2.6089
dc.description.abstractIncreasingly, Artificial Intelligence (AI) is having an impact on distance-based higher education, where it is revealing multiple ethical issues. However, to date, there has been limited research addressing the perspectives of key stakeholders about these developments. The study presented in this paper sought to address this gap by investigating the perspectives of three key groups of stakeholders in distance-based higher education: students, teachers, and institutions. Empirical data collected in two workshops and a survey helped identify what concerns these stakeholders had about the ethics of AI in distance-based higher education. A theoretical framework for the ethics of AI in education was used to analyse that data and helped identify what was missing. In this exploratory study, there was no attempt to prioritise issues as more, or less, important. Instead, the value of the study reported in this paper derives from (a) the breadth and detail of the issues that have been identified, and (b) their categorisation in a unifying framework. Together these provide a foundation for future research and may also usefully inform future institutional implementation and practice.es
dc.description.versionversión publicada
dc.identifier.citationHolmes, W., Iniesto, F., Anastopoulou, S., & Boticario, J. G. (2023). Stakeholder Perspectives on the Ethics of AI in Distance-Based Higher Education. The International Review of Research in Open and Distributed Learning, 24(2), 96–117. https://doi.org/10.19173/irrodl.v24i2.6089
dc.identifier.doihttps://doi.org/10.19173/irrodl.v24i2.6089
dc.identifier.issn1492-3831
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25210
dc.journal.issue2
dc.journal.titleThe International Review of Research in Open and Distributed Learning
dc.journal.volume24
dc.language.isoen
dc.page.final117
dc.page.initial96
dc.publisherAthabasca University
dc.relation.centerE.T.S. de Ingeniería Informática
dc.relation.departmentIngeniería de Software y Sistemas Informáticos
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject.keywordsartificial Intelligenceen
dc.subject.keywordsethicsen
dc.subject.keywordsdistance-based higher educationen
dc.subject.keywordsstudentsen
dc.subject.keywordsteachersen
dc.subject.keywordsinstitutionsen
dc.subject.keywordstheoretical frameworken
dc.titleStakeholder Perspectives on the Ethics of AI in Distance-Based Higher Educationes
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicatione067a1f1-6036-4974-a582-85b556587d18
relation.isAuthorOfPublication.latestForDiscoverye067a1f1-6036-4974-a582-85b556587d18
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