2026-08-28T00:53:15Zhttps://gredos.usal.es/oai/request

oai:gredos.usal.es:10366/1452482022-02-07T15:39:42Zcom_10366_4549com_10366_4512com_10366_3823col_10366_4550

García-Peñalvo, Francisco J. 2021-02-16T08:03:31Z 2021-02-16T08:03:31Z 2021 http://hdl.handle.net/10366/145248 10.3390/su13042023 2071-1050 [EN]The purpose of this paper is to define a reference framework for introducing eLearning practices in mainly face‐to‐face higher education institutions. We suggest a suitable adoption and management of associated infrastructures and processes, in order to guarantee the ethical use of data in the related academic and learning analytics. A theoretical framework is proposed after years of practice and experience in the institutional government of IT processes related to learning technology. The digital transformation of teaching should imply the right technological decisions made by people and for people, in order to achieve a more inclusive, participative, and human university supported by technology. digital transformation is a social requirement of governments, companies, and institutions, and it should take into account the associated risks of the unethical use of technology, which leads to the dark side of transformation processes. eLearning approaches, especially with the influence of the COVID‐19 outbreaks, are increasing the need for digital mechanisms in universities. Further, there is a need for strategical support and reference models if we are to avoid these undesired effects. eng http://creativecommons.org/licenses/by-nc-sa/4.0/ info:eu-repo/semantics/openAccess Atribución-NoComercial-CompartirIgual 4.0 Internacional Digital transformation Learning technologies eLearning Learning analytics Academic analytics Higher education digital and ethical readiness IT government IT risks eLearning reference model Avoiding the Dark Side of Digital Transformation in Teaching. An Institutional Reference Framework for eLearning in Higher Education info:eu-repo/semantics/article