Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/70797

Do They Even Care? Measuring Instructor Value of Student Privacy in the Context of Learning Analytics

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dc.contributor.author Jones, Kyle
dc.contributor.author Vanscoy, Amy
dc.contributor.author Bright, Kawanna
dc.contributor.author Harding, Alison
dc.date.accessioned 2020-12-24T19:17:37Z
dc.date.available 2020-12-24T19:17:37Z
dc.date.issued 2021-01-05
dc.identifier.isbn 978-0-9981331-4-0
dc.identifier.uri http://hdl.handle.net/10125/70797
dc.description.abstract Learning analytics tools are becoming commonplace in educational technologies, but extant student privacy issues remain largely unresolved. It is unknown whether or not faculty care about student privacy and see privacy as valuable for learning. The research herein addresses findings from a survey of over 500 full-time higher education instructors. The findings detail faculty perspectives of their own privacy, students’ privacy, and the high degree to which they value both. Data indicate that faculty believe that privacy is important to intellectual behaviors and learning. This work reports initial findings of a multi-phase, grant-funded research project that will further uncover instructor views of learning analytics and its student privacy issues.
dc.format.extent 9 pages
dc.language.iso English
dc.relation.ispartof Proceedings of the 54th Hawaii International Conference on System Sciences
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject Learning Analytics
dc.subject faculty perspectives
dc.subject higher education
dc.subject learning analytics
dc.subject student privacy
dc.title Do They Even Care? Measuring Instructor Value of Student Privacy in the Context of Learning Analytics
dc.identifier.doi 10.24251/HICSS.2021.185
prism.startingpage 1529
Appears in Collections: Learning Analytics


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