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The privacy paradox and its implications for learning analytics

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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Original languageEnglish
Title of host publicationThe 10th International Learning Analytics & Knowledge Conference
PublisherACM
Number of pages10
Publication statusAccepted/In press - 2 Dec 2019
EventThe 10th International Learning Analytics & Knowledge Conference - Frankfurt, Germany
Duration: 23 Mar 202027 Mar 2020
Conference number: 10
https://lak20.solaresearch.org/

Conference

ConferenceThe 10th International Learning Analytics & Knowledge Conference
Abbreviated titleLAK20
CountryGermany
CityFrankfurt
Period23/03/2027/03/20
Internet address

Abstract

Learning analytics promises to support adaptive learning in higher education. However, the associated issues around privacy protection, especially their implications for students as data subjects, has been a hurdle to wide-scale adoption. In light of this, we set out to understand student expectations of privacy issues related to learn-ing analytics and to identify gaps between what students desire and what they expect to happen or choose to do in reality when it comes to privacy protection. To this end, an investigation was carried out in a UK higher education institution using a survey (N=674) and six focus groups (26 students). The study highlight a number of key implications for learning analytics research and practice: (1) purpose, access, and anonymity are key benchmarks of ethics and privacy integrity; (2) transparency and communication are key levers for learning analytics adoption; and (3) information asymmetry can impede active participation of students in learning analytics.

    Research areas

  • Learning analytics, privacy, expectations, privacy paradox, higher education

Event

The 10th International Learning Analytics & Knowledge Conference

23/03/2027/03/20

Frankfurt, Germany

Event: Conference

ID: 123420259