Inclusion or Infringement? A Systematic Research Review of Students' Perspectives on Student Privacy in Technology-Enhanced, Hybrid and Online Courses

Autor/inn/en	Blackmon, Stephanie J.; Major, Claire H.
Titel	Inclusion or Infringement? A Systematic Research Review of Students' Perspectives on Student Privacy in Technology-Enhanced, Hybrid and Online Courses
Quelle	In: British Journal of Educational Technology, 54 (2023) 6, S.1542-1565 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13362
Schlagwörter	Student Attitudes; Privacy; Online Courses; Blended Learning; Educational Technology; Technology Integration; Higher Education; College Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Privatsphäre; Online course; Online-Kurs; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent
Abstract	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. (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