Changing Policies Concerning Student Privacy and Ethics in Online Education

Abstract

Abstract-Whereas the growth in global distance and online education has blossomed, especially with the arrival of massive open online courses (MOOCs), the same technological infrastructure permits unprecedented access to knowledge about students and their behaviors. This knowledge extends far beyond scores on tests to include the measurement of noncognitive factors such as persistence, and intrusive metadata such as geolocation information. Moreover, the growth in the internet of things (e.g., via smart phones and RFID chips) is rapidly complexifying the problem of intrusive data collection. In this paper, we review some of the policy challenges facing student privacy in online learning.

Lived Experience of Faculty Members of Ethics in Virtual Education

“…Therefore, the discussion of attitudes and values in the study of ethics in virtual education has often been ignored by researchers and scholars. For example, Kelly, and Seppälä ( 2016 ) in a study that examined the Changing Policies Concerning Student Privacy and Ethics in Online Education, identified Items such as (1) Recruitment of Participants( 2) informed consent (3) privacy 4) Jurisdictional Issues and (5) Ownership of Data as ethical issues related to online learning. Also, Beardsley et al, ( 2019 ) In this regard, they conclude that most teachers have not received formal training related to responsibly managing data; and both teachers and students see the need for such training as they come to realize that their understanding of responsible data management is underdeveloped.…”

New Ways to Teach and Learn in China and Finland

“…The new core curricula emphasize the use of digital tools in learning, and, thus, provide more possibilities to implement learning analytics as a part of a formative assessment in digital learning environments. Kelly and Seppälä (2016) note that parents, students and policymakers are increasingly aware of the risk of violating certain privacy rights by collecting data in MOOC environments. Globally available courses exasperate the situation, and the rules of using the data are not only based on directives and regulations, but also on social guidelines and trust.…”

Ethical oversight of student data in learning analytics: a typology derived from a cross-continental, cross-institutional perspective

“…For example, pedagogic review may fall under normal education practice whereas procedural review may ensure protection of all research subjects (Hack 2015b). Even though informed consent may stand central to ethical protection of research participants, the identification of individuals in online learning environments -where guest IDs, avatars, or screen names may (or may not) correspond to individuals -can become increasingly difficult (Kelly and Seppälä 2015). Algorithmic decision-making and machine learning raise not only new ethical questions, but also questions regarding oversight and prevention of harm (Willis and Strunk 2015).…”

“…However, internal practice and processes, such as those associated with operational or scholarship activities, are often murkier (Abbott and Grady 2011;Guta, Nixon, and Wilson 2013). Furthermore, the increasing complexities of aggregated data across platforms, modalities, and courses may actively transgress the boundaries of accepted prior research procedures and protocols (Kelly and Seppälä 2015).…”

“…The procedures of opting-in, opting-out, and determining qualification for exempt and expedited review research can vary according to local rules (Kelly and Seppälä 2015;Moxley 2013). For example, pedagogic review may fall under normal education practice whereas procedural review may ensure protection of all research subjects (Hack 2015b).…”