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Abstract

As digital learning platforms (DLPs) increasingly serve as educational research infrastructure, a persistent divide remains between researchers and frontline practitioners. This descriptive study, conducted with SEERNet, surveyed 43 educators to explore perceptions of the benefits, challenges, and ethical dimensions of DLP-based research across K-12 and higher education contexts.

The findings reveal a shared, positive commitment to leveraging research for evidence-based pedagogical insights. However, institutional cultures differ significantly. Higher education faculty report greater research awareness, active participation, and institutional alignment. Conversely, K-12 educators face tighter logistical constraints and a pronounced transparency gap; while they view student data privacy as paramount, most remain unaware of specific platform safeguards.

To transition from an "extractive" research model to a collaborative ecosystem, the authors recommend cultivating formal Research-Practice Partnerships (RPPs), translating data into actionable classroom strategies, and providing clear, plain-language documentation regarding student data privacy.

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