Stakeholders’ insights on learning analytics: Perspectives of students and staff

Gray, Geraldine; Schalk, Ana Elena; Cooke, Gordon; Murnion, Phelim; Rooney, Pauline; O'Rourke, Kevin

doi:10.1016/j.compedu.2022.104550

Cited by 9 publications

(16 citation statements)

References 16 publications

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“…When students were asked about their awareness of how their data were collected and used, particularly the GDPR policy, Grey et al found the following: several of the students were aware of GDPR, but 27% ‘did not know what data was collected’ and 27% ‘did not know their rights’ (p. 5). They also found that students wanted information about the collecting, handling and governing of their data, but that students were not concerned about their ‘low awareness’ (Gray et al, 2022, p. 12). Students expressed a preference for being asked for their consent for data ‘even in circumstances when legislation may not require it’ (p. 12).…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Inclusion or infringement? A systematic research review of students' perspectives on student privacy in technology‐enhanced, hybrid and online courses

Blackmon

Major

2023

Brit J Educational Tech

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This systematic review involved reexamining student perceptions of privacy in online, hybrid and technology‐enhanced courses. The research questions included identifying key findings from studies on student privacy. The researchers followed the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) methodology and completed three rounds of searching for studies, including general searches in Academic Search Complete and Education Research Complete and a targeted search using Google Scholar. The inclusion criteria for the studies were as follows: empirical data on privacy from students' perspectives, higher education setting and published in a top 10 educational technology journal. Once the articles were identified, they were screened and coded independently by two reviewers, and discrepancies were resolved through discussion and consensus. A narrative synthesis outlined three key themes from the original studies: privacy comforts, privacy concerns and privacy compromises. The study concluded with a discussion of the current state of knowledge of student privacy in online, hybrid and technology‐enhanced courses, highlighting the need for greater focus on the balance of students' privacy and technology integration in higher education. Practitioner notesWhat is already known about this topic Integration of technology in higher education can pose student privacy concerns. Aspects of online and technology‐supported courses can potentially compromise student privacy. Personal information collected or shared without consent can be an issue. Digital tools and platforms used in online and hybrid courses can be associated with privacy risks. Learning management systems, online exams, virtual simulations and immersive virtual reality can pose privacy risks for students. Previous syntheses have explored technology in higher education but not from the students' perspectives across various course formats. What this paper adds This systematic review provides information about students' perspectives on privacy in online, hybrid and technology‐enhanced courses. It offers a comprehensive analysis of key findings from studies on student privacy, including privacy comforts, concerns and compromises. It shares insight into how students perceive privacy concerns in online, hybrid and technology‐supported learning and how these concerns might be addressed. It emphasizes the need for greater attention to the balance of students' privacy and technology integration in higher education. Implications for practice and/or policy The findings of this paper have important implications for policy and practice in higher education. Institutions should provide clear guidelines and policies on data privacy and security in online, hybrid and technology‐supported learning environments, including transparent information on data collection, storage and usage. Institutions should prioritize the use of secure platforms and tools that protect students' data and privacy. Involving students in decision‐making around technology integration and privacy policies can provide valuable insights and help develop policies that are responsive to their needs. Institutions should provide training and support to students focused on digital literacy and data privacy to empower them to take ownership of their privacy and security in online and technology‐supported learning environments.

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Section: Resultsmentioning

confidence: 99%

“…Learning analytics appeared as an issue again for students. Gray et al (2022) explored stakeholders' perspectives on learning analytics use and included instructors' and students' perspectives in their mixed methods study. For the purposes of our work, we focused on the students' feedback in the study.…”

Section: Learning Analyticsmentioning

confidence: 99%

Inclusion or infringement? A systematic research review of students' perspectives on student privacy in technology‐enhanced, hybrid and online courses

Blackmon

Major

2023

Brit J Educational Tech

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“…Depending on the context, other stakeholders may include administrators representing institutions, parents and guardians in the K-12 context, technology vendors and researchers (Gray et al, 2022).…”

Section: Learning Analytics Backgroundmentioning

confidence: 99%

“…The LA ecosystem engages different actors but is primarily focused on students and teachers (Mahmoud et al, 2020). Depending on the context, other stakeholders may include administrators representing institutions, parents and guardians in the K‐12 context, technology vendors and researchers (Gray et al, 2022).…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Understanding privacy and data protection issues in learning analytics using a systematic review

Liu,

Khalil

2023

Brit J Educational Tech

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The field of learning analytics has advanced from infancy stages into a more practical domain, where tangible solutions are being implemented. Nevertheless, the field has encountered numerous privacy and data protection issues that have garnered significant and growing attention. In this systematic review, four databases were searched concerning privacy and data protection issues of learning analytics. A final corpus of 47 papers published in top educational technology journals was selected after running an eligibility check. An analysis of the final corpus was carried out to answer the following three research questions: (1) What are the privacy and data protection issues in learning analytics? (2) What are the similarities and differences between the views of stakeholders from different backgrounds on privacy and data protection issues in learning analytics? (3) How have previous approaches attempted to address privacy and data protection issues? The results of the systematic review show that there are eight distinct, intertwined privacy and data protection issues that cut across the learning analytics cycle. There are both cross‐regional similarities and three sets of differences in stakeholder perceptions towards privacy and data protection in learning analytics. With regard to previous attempts to approach privacy and data protection issues in learning analytics, there is a notable dearth of applied evidence, which impedes the assessment of their effectiveness. The findings of our paper suggest that privacy and data protection issues should not be relaxed at any point in the implementation of learning analytics, as these issues persist throughout the learning analytics development cycle. One key implication of this review suggests that solutions to privacy and data protection issues in learning analytics should be more evidence‐based, thereby increasing the trustworthiness of learning analytics and its usefulness. Practitioner notesWhat is already known about this topic Research on privacy and data protection in learning analytics has become a recognised challenge that hinders the further expansion of learning analytics. Proposals to counter the privacy and data protection issues in learning analytics are blurry; there is a lack of a summary of previously proposed solutions. What this study contributes Establishment of what privacy and data protection issues exist at different phases of the learning analytics cycle. Identification of how different stakeholders view privacy, similarities and differences, and what factors influence their views. Evaluation and comparison of previously proposed solutions that attempt to address privacy and data protection in learning analytics. Implications for practice and/or policy Privacy and data protection issues need to be viewed in the context of the entire cycle of learning analytics. Stakeholder views on privacy and data protection in learning analytics have commonalities across contexts and differences that can arise within the same context. Before implementing learning analytics, targeted research should be conducted with stakeholders. Solutions that attempt to address privacy and data protection issues in learning analytics should be put into practice as far as possible to better test their usefulness.

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“…Because they provided a validated tool and a description of its creation and development, Whitelock-Wainwright et al .’s work has been reused in numerous subsequent publications worldwide (Bailey, 2021; Engström et al , 2022; Garcia et al , n.d.; Pontual Falcão et al , 2022) and has informed other learning analytics surveys (Mahmoud et al , 2022; Mutimukwe et al , 2022). It has additionally been integrated as part of the SHEILA Framework, which used participatory action research to develop student and staff surveys and focus group protocols to support institutions who are developing learning analytics policies or strategies (Gray et al , 2022). However, neither instrument comprehensively addresses all the nuances of data types and institutional actors, therefore additional tested tools are needed to further understand student perceptions.…”

Section: Introductionmentioning

confidence: 99%

Valid questions: the development and evaluation of a new library learning analytics survey

Asher

Briney

Goben

2023

PMM

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PurposeThis article describes the development processes, sampling and analysis practices and the assessment of reliability and validity of a new 0survey that sought to evaluate undergraduate students' perceptions and expectations related to privacy and library participation in learning analytics studies. This article provides other researchers with information required to independently evaluate the survey's efficacy, as well as guidance for designing other surveys.Design/methodology/approachFollowing question development, pre-survey validity assessments were made using subject matter expert panel review and cognitive interviews. Post-hoc analysis of survey construct reliability was evaluated using the Omega coefficient, while exploratory factor analysis was utilized to assess construct validity. Survey design limitations and potential bias effects are also examined.FindingsThe survey exhibited a high level of reliability among research constructs, while the exploratory factor analysis results suggested that survey constructs contained multiple conceptual elements that should be measured separately for more nuanced analysis.Practical implicationsThis article provides a model for other researchers wishing to re-use the survey described or develop similar surveys.Social implicationsAs learning analytics interest continues to expand, engaging with the subjects, in this case students, of analysis is critical. Researchers need to ensure that captured measurements are appropriately valid in order to accurately represent the findings.Originality/valueThis survey is one of very few addressing library learning analytics that has undergone extensive validity analysis of the conceptual constructs.

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Stakeholders’ insights on learning analytics: Perspectives of students and staff

Cited by 9 publications

References 16 publications

Inclusion or infringement? A systematic research review of students' perspectives on student privacy in technology‐enhanced, hybrid and online courses

Inclusion or infringement? A systematic research review of students' perspectives on student privacy in technology‐enhanced, hybrid and online courses

Understanding privacy and data protection issues in learning analytics using a systematic review

Valid questions: the development and evaluation of a new library learning analytics survey

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