This research article investigates the implications of online technologies in educational data mining through a Foucauldian lens, focusing on the analysis of conversational dynamics. In recent years, the proliferation of online platforms and tools has revolutionized educational practices, creating vast opportunities for the collection and analysis of educational data. However, the complex interplay between online technologies, data mining, and educational practices remains underexplored. This study addresses this gap by adopting a Foucauldian perspective to examine the power relations and disciplinary mechanisms embedded within online educational spaces.
Drawing upon Foucault’s notion of surveillance and discipline, this research explores how online technologies shape and regulate educational practices. The study investigates the ways in which online platforms, such as learning management systems, social media platforms, and educational apps, produce and collect data that can be subjected to educational data mining techniques. By applying a Foucauldian framework, the research aims to uncover the power dynamics and disciplinary practices that arise through the implementation of online technologies.
The analysis will focus on the conversational dynamics within online educational spaces, examining how surveillance, control, and normalization are manifested through online interactions. It will explore how online technologies mediate and shape student-teacher and student-student interactions, as well as the implications of these dynamics for educational data mining. By critically examining the power relations and disciplinary mechanisms inherent in online educational spaces, this study seeks to shed light on the ethical and social implications of the increasing reliance on online technologies in education.
Through the exploration of the intersection between online technologies, educational data mining, and Foucauldian perspectives, this research article contributes to a deeper understanding of the complex relationship between technology and education. By providing a critical examination of the power dynamics and disciplinary mechanisms embedded within online educational spaces, this study offers valuable insights for educators, policymakers, and researchers interested in the ethical and social implications of the use of online technologies in education.
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