Research projects in educational settings only featured a "limited discussion" of ethical issues when researchers switched to digital methods during the COVID-19 pandemic, according to a recent review.
In a systematic mapping of school-based studies, a research team from Portugal found that several key issues were often not considered when face-to-face methods were adapted for use online.
The review – which was published in the London Review of Education – was conducted by academics from Lusofona University and the University of Porto.
The team analysed the methodological aspects of qualitative data collection through a systematic literature review, focusing on the use of digital tools in the context of educational studies during the pandemic.
Researcher Dr André Freitas, of Lusofona University, said: “The study highlights challenges in directly translating traditional face-to-face methods to online settings, such as difficulties in reading body language, building trust and understanding participants’ contexts.
“However, in the analysed studies, there is little or no in-depth discussion regarding the implications or ethical issues associated with conducting technology-mediated data collection, particularly in the case of interviews and focus groups.”
A need for stronger consideration of ethical issues
The authors say that, despite similar ethical challenges existing in pre-pandemic studies, their work highlights the “urgency of ethical reflection” during a time when education and research environments were significantly altered.
“When ethical issues are addressed, they mainly concern limitations without delving into the specific nature of these limitations or their implications for data analysis and interpretation, and those asserting that technology-mediated collection poses no constraints, often justified by participants’ familiarity with the virtual environment,” said Dr Freitas.
“The absence of any mention of digital tools for data collection, especially in the case of interviews, may stem from a perceived ‘natural’ and straightforward transposition of face-to-face interviews to interviews in a virtual environment.”
The research team emphasises the need for stronger ethical considerations specific to digital research. In particular, they argue for a focus on representational justice, pointing out that some groups may be excluded due to lack of access to digital technology.
Further findings
In addition to the findings on ethics, the review revealed the increased significance of technology-mediated data collection in educational research post-COVID-19, with the USA leading in publications.
The review found that current studies predominantly focus on teachers’ perceptions and practices, underscoring the multifaceted nature of teaching. Interviews, often conducted via video calls or videoconferencing, were the most common data collection method.
“This article provides insights into the use of technology-mediated tools, contributing to the advancement of methodological knowledge in times of crisis when the traditional use of qualitative data collection methods is compromised,” said Dr Freitas.
The authors explain that many studies conducted between January 2020 and May 2023 – the period of the COVID-19 pandemic – had to adapt to new regulations and restrictions.
This led to an intensification of the use of digital tools for data collection in qualitative research.
The research team – which includes Dr Leanete Thomas Dotta of Lusofona University and Dr Rita Tavares de Sousa of the University of Porto – says that this change calls for careful analysis and reflection concerning these tools’ strengths and weaknesses.