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“We’re being tracked at all times”: Student perspectives of their privacy…
“We’re being tracked at all times”: Student perspectives of their privacy in relation to learning analytics in higher education
Jones, Kyle M L; Asher, Andrew; Goben, Abigail, et all.
Journal of the Association for Information Science and Technology
Higher education institutions use learning analytics (LA) (sociotechnical data-mining and analytic practice) without informing students, thus, there are privacy concerns...Previous studies lack a student voice in the conversation about LA privacy, and this study fills that gap
Contemplating existing ideas, considering belief systems, and testing the boundaries of both
It plays a role in determining the appropriate “transmission, communication, transfer, distribution, and dissemination”
Maximizing students' economic productivity; serving as an institution of justice' serving society by creating new knowledge
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Instructors use LA to visualize student progress in learning management systems using data dashboards
Advisors use predictive measures to identify a student's probability of success in a course or pro- gram
Institutional researchers build complex models to measure and predict student retention and graduation rates
Geolocation-enabled applications and devices, mobile or otherwise, to track student movements
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Knowing who students are enables institutions to authenticate learners via webcams in online learning environments, and when that authentication is paired with geolocation data, institutions can also automate attendance tracking. Finally, they argue that there is growing interest in studying a student's “facial actions” to measure their classroom engagement and emotional state (Andrejevic & Selwyn, 2019, p. 5).
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conducting a multi-institution study within the United States using interviews guided by the following exploratory research questions: What privacy issues do undergraduate students perceive when discussing LA practices and initiatives? What are students' privacy expectations for LA data collected about them? How do students believed LA data should be used, shared, and protected? And finally, what are students' reactions to analytics in the context of complex educational environments?
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