Student Perceptions of Privacy Principles for Learning Analytics

Autor/inn/en	Ifenthaler, Dirk; Schumacher, Clara
Titel	Student Perceptions of Privacy Principles for Learning Analytics
Quelle	In: Educational Technology Research and Development, 64 (2016) 5, S.923-938 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-016-9477-y
Schlagwörter	Student Attitudes; Privacy; Data Collection; Data Analysis; Educational Research; College Students; Stakeholders; Information Storage; Information Dissemination; Quasiexperimental Design; Foreign Countries; Questionnaires; Likert Scales; Regression (Statistics); Statistical Analysis; Educational Technology; Germany + Suchen Sie Ihr Suchwort? Schülerverhalten; Privatsphäre; Data capture; Datensammlung; Auswertung; Bildungsforschung; Pädagogische Forschung; Collegestudent; Informationsspeicherung; Informationsverbreitung; Ausland; Fragebogen; Likert-Skala; Regression; Regressionsanalyse; Statistische Analyse; Unterrichtsmedien; Deutschland
Abstract	The purpose of this study was to examine student perceptions of privacy principles related to learning analytics. Privacy issues for learning analytics include how personal data are collected and stored as well as how they are analyzed and presented to different stakeholders. A total of 330 university students participated in an exploratory study confronting them with learning analytics systems and associated issues of control over data and sharing of information. Findings indicate that students expect learning analytics systems to include elaborate adaptive and personalized dashboards. Further, students are rather conservative in sharing data for learning analytics systems. On the basis of the relationship between the acceptance and use of learning analytics systems and privacy principles, we conclude that all stakeholders need to be equally involved when learning analytics systems are implemented at higher education institutions. Further empirical research is needed to elucidate the conditions under which students are willing to share relevant data for learning analytics systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01