Diverse Students' Perspectives on Privacy and Technology Integration in Higher Education

Autor/inn/en	Kumi-Yeboah, Alex; Kim, YangHyun; Yankson, Benjamin; Aikins, Stephen; Dadson, Yvonne Appiah
Titel	Diverse Students' Perspectives on Privacy and Technology Integration in Higher Education
Quelle	In: British Journal of Educational Technology, 54 (2023) 6, S.1671-1692 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kumi-Yeboah, Alex)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13386
Schlagwörter	Student Attitudes; Privacy; Student Diversity; Cultural Differences; Technology Integration; Technology Uses in Education; Confidentiality; Metadata; Higher Education; Learning Management Systems; Computer Software; Distance Education; State Universities; College Students; Barriers; Anxiety; Grounded Theory + Suchen Sie Ihr Suchwort? Schülerverhalten; Privatsphäre; Kultureller Unterschied; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Metadaten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Distance study; Distance learning; Fernunterricht; Staatliche Universität; Collegestudent; Angst
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01