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ERIC Number: ED562117
Record Type: Non-Journal
Publication Date: 2015-Oct
Pages: 8
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: N/A
Divulging Personal Information within Learning Analytics Systems
Ifenthaler, Dirk; Schumacher, Clara
International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, Oct 24-26, 2015)
The purpose of this study was to investigate if students are prepared to release any personal data in order to inform learning analytics systems. Besides the well-documented benefits of learning analytics, serious concerns and challenges are associated with the application of these data driven systems. Most notably, empirical evidence regarding privacy issues for learning analytics is next to nothing. A total of 330 university students participated in an exploratory study confronting them with learning analytics systems and associated issues of control of data and sharing of information. Findings indicate that sharing of data for educational purposes is correlated to study related constructs, usage of Internet, awareness of control over data, and expected benefits from a learning analytics system. Based on the relationship between the willingness to release personal data for learning analytics systems and various constructs closely related to individual characteristics of students it is concluded that students need to be equally involved when implementing learning analytics systems at higher education institutions. [For the full proceedings, see ED562093.]
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A