Exploring students’ expectations of learning analytics: A person-centered approach

Viberg, Olga; Engström, Linda; Saqr, Mohammed; Hrastinski, Stefan

doi:10.1007/s10639-022-10980-2

Cited by 19 publications

(8 citation statements)

References 55 publications

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“…Likewise, these recommendations are consistent with the digitalization needs identified in the previous literature in universities in the Latin American region [87,97] and with the positive correlation established in previous works between the digital training and experience of Latin American professors and the learning and digital skills developed by their students [92]. This is also consistent with professors' demand for training to increase their digital teaching competence [21,22] and with the need, confirmed by the specialized literature, to favor the real integration of ICT in higher education teaching activities through faculty training [29].…”

Section: Discussionsupporting

confidence: 89%

“…In fact, except for Power Point ® , the presentation tools mentioned are both the most used before the pandemic and the ones whose use increased the most after it (Figure 3). Regarding the sharing of materials, professors have probably found themselves with the advantage that there are content repositories, such as YouTube ® [31], messaging platforms, such as WhatsApp ® [34], and social networks, such as Instagram ® [31] or TikTok ® [34], which were already used by young people, although not for educational purposes [21][22][23][24][25]. Among other things, the use of these types of platforms has allowed professors to incorporate innovative methodological recourses in their classes, such as humorous resources [101].…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, ICT use among students is less frequent when applied to study activities than in any other context [20]. Typically, students use the same tools for learning that they use in different situations in their daily lives because, although they are familiar with the technologies, they are not sufficiently trained to use them effectively as learning resources [21,22]. Students communicate with each other via WhatsApp ® or through social networks, such as Facebook ® , and share information through platforms such as YouTube ® or Instagram ® [23].…”

Section: Literature Review 21 the Challenge Of Digitization Of Higher...mentioning

confidence: 99%

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Influence of Knowledge Area on the Use of Digital Tools during the COVID-19 Pandemic among Latin American Professors

Antón‐Sancho

Sánchez-Calvo

2022

Education Sciences

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In this paper, quantitative, descriptive, and correlational research is carried out on the impact that the process of digitalization of academic activities in higher education has had on the habits of use of information and communication technologies (ICT) among professors and the influence of the area of knowledge on this impact. For this purpose, responses from 716 professors from different Latin American universities to a survey designed by the authors were statistically analyzed. Following the UNESCO guide on the use of ICT in higher education, the survey distinguishes the following teaching activities to measure the use of ICT: lessons, tutorials, sharing materials, and evaluation. The results show that the use of ICT has increased in all teaching activities, but unevenly, being particularly intense in those in which the use of ICT was less frequent during the pandemic—specifically, tutorials and evaluation, whose frequency of use has increased by around 50%. As a result of this uneven increase, the use of ICTs in different teaching activities has become more homogeneous after the pandemic. This increase was significantly higher among engineering and social sciences professors than in other areas of knowledge, as well as in evaluation and tutorial tools than in other activities. In addition, the ICT tools most used during the pandemic were those with which the professors or students were most familiar before the pandemic. It is recommended that universities increase the specific training of professors in the pedagogical use of ICT and that they should address the specificities of each area of knowledge.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Section: Literature Review 21 the Challenge Of Digitization Of Higher...mentioning

confidence: 99%

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Influence of Knowledge Area on the Use of Digital Tools during the COVID-19 Pandemic among Latin American Professors

Antón‐Sancho

Sánchez-Calvo

2022

Education Sciences

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“…Knight Simon and other scholars mainly explored the pedagogue's perspective about issues related to educational data ethics (Shibani, Knight, & Shum, 2020). Viberg and other scholars, however, focused on exploring the issues of educational data ethics from the learners' perspective (Viberg, Engstrom, Saqr, & Hrastinski, 2022).…”

Section: Label (Llr)mentioning

confidence: 99%

The dilemma and countermeasures of educational data ethics in the age of intelligence

Guan

Feng

Islam

2023

Humanit Soc Sci Commun

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With the advent of the era of intelligent education, artificial intelligence and other technologies are being integrated into education, so that more educational data can be collected, processed, and analyzed. However, educational data ethics is an important factor that hinders the application of educational data. Thus, it is important to ensure privacy and security by reasonable use of educational data. As such, this research focuses on analysis of hot-points, trends in development and problems of educational data ethics in existing research using bibliometric analysis. Based on in-depth analysis, this study proposes targeted problem-solving strategies, and future developmental direction for learner-centered educational data ethics in the era of intelligent education. This study found three major problems in the educational data ethics: (a) violation of privacy during data collection, storage, and sharing, (b) the deprivation of the ability of educational subjects to make independent choices by prediction of educational data, (c) and the lack of “forgetting ability” based on data as the evaluation standard, which is one of the restrictions on the development of educational subjects. This research proposes that the corresponding problem-solving strategy in China should be learner-centered, combined with technologies such as blockchain, 5 G technology, and federated learning to form targeted solutions from different levels. Firstly, it is necessary to establish a standard system and related platforms of educational data from the macro level. Second, the research-practice dual channels should make efforts to build a new ecology of educational data. Third, schools and teachers must appropriately apply educational data in evaluation. Finally, this study provides direction and guidance for other countries or regions in researching educational data ethics.

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“…The term “privacy concerns” refers to individual concerns about the possible loss of privacy resulting from information disclosure to a specific external agent or institution (Xu et al, 2011), and this differs from individuals' expectations, general perceptions, or awareness of how the institution should handle their personal information (Hong & Thong, 2013). Studies that have explored privacy from the student perspective in LA frequently focused on their expectations (eg, Jones, Asher, et al, 2020; Viberg et al, 2022; Whitelock‐Wainwright et al, 2019), perceptions (Arnold & Sclater, 2017; Botnevik, 2021; Ifenthaler & Schumacher, 2016), awareness (Velander, 2020), and preferences (Jones, 2019). To our knowledge, none of the LA research has explicitly and empirically addressed students' privacy concerns (for more, see Background).…”

Section: Introductionmentioning

confidence: 99%

Students' privacy concerns in learning analytics: Model development

Mutimukwe

Viberg

Öberg

et al. 2022

Brit J Educational Tech

Self Cite

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Understanding students' privacy concerns is an essential first step toward effective privacy‐enhancing practices in learning analytics (LA). In this study, we develop and validate a model to explore the students' privacy concerns (SPICE) regarding LA practice in higher education. The SPICE model considers privacy concerns as a central construct between two antecedents—perceived privacy risk and perceived privacy control, and two outcomes—trusting beliefs and non‐self‐disclosure behaviours. To validate the model, data through an online survey were collected, and 132 students from three Swedish universities participated in the study. Partial least square results show that the model accounts for high variance in privacy concerns, trusting beliefs, and non‐self‐disclosure behaviours. They also illustrate that students' perceived privacy risk is a firm predictor of their privacy concerns. The students' privacy concerns and perceived privacy risk were found to affect their non‐self‐disclosure behaviours. Finally, the results show that the students' perceptions of privacy control and privacy risks determine their trusting beliefs. The study results contribute to understand the relationships between students' privacy concerns, trust and non‐self‐disclosure behaviours in the LA context. A set of relevant implications for LA systems' design and privacy‐enhancing practices' development in higher education is offered. What is already known about this topic Addressing students' privacy is critical for large‐scale learning analytics (LA) implementation. Understanding students' privacy concerns is an essential first step to developing effective privacy‐enhancing practices in LA. Several conceptual, not empirically validated frameworks focus on ethics and privacy in LA. What this paper adds The paper offers a validated model to explore the nature of students' privacy concerns in LA in higher education. It provides an enhanced theoretical understanding of the relationship between privacy concerns, trust and self‐disclosure behaviour in the LA context of higher education. It offers a set of relevant implications for LA researchers and practitioners. Implications for practice and/or policy Students' perceptions of privacy risks and privacy control are antecedents of students' privacy concerns, trust in the higher education institution and the willingness to share personal information. Enhancing students' perceptions of privacy control and reducing perceptions of privacy risks are essential for LA adoption and success. Contextual factors that may influence students' privacy concerns should be considered.

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Exploring students’ expectations of learning analytics: A person-centered approach

Cited by 19 publications

References 55 publications

Influence of Knowledge Area on the Use of Digital Tools during the COVID-19 Pandemic among Latin American Professors

Influence of Knowledge Area on the Use of Digital Tools during the COVID-19 Pandemic among Latin American Professors

The dilemma and countermeasures of educational data ethics in the age of intelligence

Students' privacy concerns in learning analytics: Model development

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