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Learning analytics promises to support adaptive learning in higher education. However, the associated issues around privacy protection, especially their implications for students as data subjects, has been a hurdle to wide-scale adoption. In light of this, we set out to understand student expectations of privacy issues related to learning analytics and to identify gaps between what students desire and what they expect to happen or choose to do in reality when it comes to privacy protection. To this end, an investigation was carried out in a UK higher education institution using a survey (N=674) and six focus groups (26 students). The study highlight a number of key implications for learning analytics research and practice: (1) purpose, access, and anonymity are key benchmarks of ethics and privacy integrity; (2) transparency and communication are key levers for learning analytics adoption; and (3) information asymmetry can impede active participation of students in learning analytics. CCS CONCEPTS• Applied computing → Computer-assisted instruction; • Humancentered computing → Empirical studies in HCI .

We studied outcomes relating to hepatitis B virus (HBV) in patients coinfected with both hepatitis B and C. Patients receiving direct-acting antiviral treatment for hepatitis C were more likely to experience seroclearance (or functional cure of HBV), but were also more likely to experience HBV reactivation, which can lead to hepatitis, liver failure and death. In coinfected cirrhotic patients being treated for HCV, prophylactic treatment for HBV is mandatory.