Kyle M. L. Jones|Andrew Asher|Abigail Goben|Michael Perry|Dorothea Salo|Kristin Briney|M. Brooke Robertshaw
“We're being tracked at all times”: Student perspectives of their privacy in relation to learning analytics in higher education
Indiana University – Purdue University Indianapolis|Indiana University Bloomington|University of Illinois at Chicago|Northwestern University|University of Wisconsin–Madison|California Institute of Technology|Oregon State University
abstract higher education institutions continuing develop capacity learning analytics la sociotechnical datamining analytic practice institutions rarely inform students la practices exist significant privacy concerns without clear student voice design la institutions put ethical gray area help fill gap practice add growing literature students privacy perspectives study reports findings 100 interviews undergraduate students eight us higher education institutions findings demonstrate students lacked awareness educational datamining analytic practices well data rely students see potential la presented nuanced arguments data shared also expressed informed consent valuable necessary study uncovered perspectives institutional trust heretofore unknown well actions might violate trust institutions must balance desire implement la obligation educate students analytic practices treat partners design analytic strategies reliant student data order protect intellectual privacy