Investigating the dimensions of students’ privacy concern in the collection, use and sharing of data for learning analytics

Korir, Maina; Slade, Sharon; Holmes, W.; Héliot, YingFei; Rienties, Bart

doi:10.1016/j.chbr.2022.100262

Cited by 15 publications

(8 citation statements)

References 28 publications

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“…It should be cautious that the privacy concerns of diverse populations about genetic information is not equate with that of diverse students about the data usage in HEIs; however, Li et al (2022) showed that African American students have significant lower trust in HEIs regarding the use of LA compared to White students. This racial difference is consistent with the argument that students' trust in HEIs' privacy protection changes by the relationship between students and institutes (Korir et al, 2023). Thus, we anticipated that the diverse students would have a high privacy concern regarding technology integration and this concern would be grounded on concerns about the potential discrimination based on their personal information.…”

Section: Literature Reviewsupporting

confidence: 87%

“…Firstly, previous studies reported that students' perspectives on privacy are complex and situational rather than monolithic (Ifenthaler & Schumacher, 2016; Jones & VanScoy, 2019; Knight et al, 2016; Korir et al, 2023; Slade et al, 2019; Tsai et al, 2020). To illustrate, Ifenthaler and Schumacher (2016) showed that undergraduates are willing to share data for learning analytics (LA) purposes, such as motivational test results and course enrolment, but are hesitant to share personal information and data trials about online behaviour.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Until now, studies on the students' perception of privacy reported that they generalised trust in HEIs' privacy protection but “what can be shared or used” varies by the specific purpose of data usage and particular relationship with/in HEIs (Ifenthaler & Schumacher, 2016; Korir et al, 2023; Slade et al, 2019) and students have limited knowledge about how HEIs protect their privacy (Jones & VanScoy, 2019; Tsai et al, 2020). In addition, privacy in systems such as LMS is complicated and intricate, and striking a good balance between system functionality and the protection of individual privacy is a complex problem.…”

Section: Introductionmentioning

confidence: 99%

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Diverse students' perspectives on privacy and technology integration in higher education

Kumi‐Yeboah,

Kim,

Yankson

et al. 2023

Brit J Educational Tech

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The rapid increase and use of educational technologies have a significant impact on students' privacy, personal information and metadata in higher education. The past two decades have also witnessed the process where information about students is stored and handled outside premises and control of learning institutions. The personal information about students and their activity while they interact with learning management systems (LMS) and online learning tools is increasing and is stored in cloud computing platforms, software‐as‐a‐service providers and other vendors. There are reported cases where students' personal data and information have been leaked, with possible privacy violations. Although this issue affects all students, it is important to understand the perspectives of culturally diverse students on the balancing of personal data/information and the use of technology integration in higher education. The purpose of this research was to investigate diverse students' perspectives on privacy, control of personal information, confidentiality and technology integration. The study also aimed to examine the challenges and experiences of loss of control over personal data and metadata encroachment, and protection of privacy in online education. Data were collected following a qualitative research design. Forty in‐depth and semi‐structured focus‐group interviews (26 female and 24 male students) from four academic disciplines (Education, Social Sciences, Business, and Health Sciences) in a public university in the United States were obtained and analysed following a constant comparative analysis approach. Findings show evidence of fear and anxiety about data encroachment, challenges from bureaucratic procedures and lack of educational awareness, privacy concerns about LMS and social media. These results contribute to a new understanding regarding diverse students' knowledge, challenges and experiences on how to balance privacy, confidentiality and technology integration in higher education. Practitioner notesWhat is already known about this topic Considering the increasing Internet world, where new technologies and mobile computing are interwoven in the use of digital technologies and access to information, balancing students' privacy and technology integration is essential in providing students assurance of their data security and privacy. Few studies have explored diverse students' perspectives on privacy and technology integration that include control of personal information, confidentiality and technology integration. Further, there is a dearth of studies on the challenges and experiences of diverse students regarding the loss of control over personal data and metadata encroachment, and protection of privacy in online education. Although rapid digitalization sparked studies about privacy and data usage, such as the perception of privacy breaches for the purpose of COVID‐19 pandemic control, few studies have also raised privacy issues related to student data usage in higher education institutions (HEIs) in the post‐COVID‐19 context. To realise justice technology integration and data usage in HEIs, students' perspectives on privacy should be examined. What this paper adds The results show the following: fear and anxiety about data encroachment, challenges from bureaucratic procedures and lack of educational awareness, privacy concerns about LMS and social media. The result from this work also illustrates that it would be hard for students to evaluate their privacy risk due to lack of educational opportunity to balance privacy and technologies usage, and the blurred boundaries between LMS and third parties including social media in technology integration. Implications for practice and/or policy The paper identifies how the rapid increase and use of educational technologies have, in many ways, influenced diverse students' personal information and metadata in higher education. The paper makes detail recommendations on how HEIs can address the issue of balancing privacy and technology integration as an essential strategy by providing students assurance of their data security and privacy.

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Section: Literature Reviewsupporting

confidence: 87%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Diverse students' perspectives on privacy and technology integration in higher education

Kumi‐Yeboah,

Kim,

Yankson

et al. 2023

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…In terms of the second most explored concern by participants, data privacy and data use, in line with wider literature, participants were worried about their privacy (Korir et al, 2023;Scott, 2023;Yan et al, 2023;, the engrained potential biases in AI (Bond et al, 2024;Tao et al, 2023;W. Zhang et al, 2023), and its potential impact on diverse student populations (Baker et al, 2023;Nguyen et al, 2020).…”

Section: Results From the Interview: Potential Concerns Of Aida Accor...mentioning

confidence: 79%

What distance learning students want from an AI Digital Assistant

Rienties,

Domingue,

Duttaroy

et al. 2024

Distance Education

Self Cite

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With the release of Generative AI systems such as ChatGPT, an increasing interest in using Artificial Intelligence (AI) has been observed across domains, including higher education.While emerging statistics show the popularity of using AI amongst undergraduate students, little is yet known about students' perceptions regarding AI including self-reported benefits and concerns from their actual usage, in particular in distance learning contexts. Using a twostep, mixed-methods approach, we examined the perceptions of ten online and distance learning students from diverse disciplines regarding the design of a hypothetical AI Digital Assistant (AIDA). In the first step, we captured students' perceptions via interviews, while the second step supported the triangulation of data by enabling students to share, compare, and contrast perceptions with those of peers. All participants agreed on the usefulness of such an AI tool while studying and reported benefits from using it for real-time assistance and query resolution, support for academic tasks, personalization and accessibility, together with emotional and social support. Students concerns related to the ethical and social implications of implementing AIDA, data privacy and data use, operational challenges, academic integrity and misuse, and the future of education. Implications for the design of AI-tailored systems are also discussed.

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“…The current study suggests that a global solution step is taken by creating a common list of violations and suggestions for solutions. Also, several empirical studies on privacy at the OLC focused on privacy concerns (Fernandes & Costa, 2023; Hu & Min, 2023; Korir et al, 2023; Mutimukwe et al, 2022; Saura et al, 2023). However, the violations identified by the student and spread throughout the learning process have not been identified.…”

Section: Literature Reviewmentioning

confidence: 99%

University students' digital spaces in online learning communities: Implications for understanding, protecting and maintaining privacy

Özer Şanal,

Çiçek

2023

Brit J Educational Tech

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In addition to learning effectively and effectively in online learning communities (OLCs), students must be in a secure environment and privacy must be respected. The study aimed to identify privacy violations that university students encounter in OLCs, and identify recommendations and some strategies to implement to ensure privacy at the OLC. A qualitative research method was applied in the study. First, focus group interviews were conducted with a total of 108 students who participated actively in the OLC. After analysing the interview data, a privacy violations report (RPV‐OLC) was prepared at the OLC. According to the RPV‐OLC, a problem description for the Delphi technique was designed and 17 experts were identified for the interview. Delphi panels with experts were completed in 5 months. The content analysis process was used for the data obtained. Students said they encountered information sharing and access, access to information, system/course settings, resistance to negotiations, communication problems and lack of knowledge. On the other hand, experts suggest that different suggestions and strategies could be implemented to ensure privacy in the OLC, such as partial privacy, mutual trust, contextual privacy agreements, role‐based or anonymous identity use, and privacy education. The study focused on defining the concept of privacy and student privacy violations in online learning environments and providing solutions for educators, students and system administrators. Practitioner notesWhat is already known about this topic Digital learning environments pose a threat to the privacy of students. The fact that privacy violations in the OLC can trigger concerns among students has a negative impact on learning processes. There is high interest at the moment in how to plan the most effective teaching in online learning environments—but privacy is being neglected. What this paper adds This article explains the privacy violations university students encounter at the OLC. This document contains guidelines on how to mitigate and prevent privacy violations in OLC. The results of the study also provide suggestions for privacy protection at the OLC. Implications for practice and/or policy It is important that the instructors who participate in the OLC are informed about the necessary measures, rules, principles, activities and follow‐up measures to protect their personal privacy. If we can overcome students' concerns about privacy violations at the OLC, we can create more comfortable learning spaces. The aim of learning should not only be to peak performance; the most important responsibility of educators or system administrators is to preserve each student's private space, while at the same time achieving the best performance.

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Investigating the dimensions of students’ privacy concern in the collection, use and sharing of data for learning analytics

Cited by 15 publications

References 28 publications

Diverse students' perspectives on privacy and technology integration in higher education

Diverse students' perspectives on privacy and technology integration in higher education

What distance learning students want from an AI Digital Assistant

University students' digital spaces in online learning communities: Implications for understanding, protecting and maintaining privacy

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