Aware, But Don't Really Care: Students' Perspective on Privacy and Data Collection in Online Courses

Authors

  • Phu Vu College of Education- University of Nebraska at Kearney
  • Megan Adkins College of Education- University of Nebraska at Kearney
  • Shelby Henderson College of Education- University of Nebraska at Kearney

Keywords:

Online Learning, privacy, Teaching online, data analysis

Abstract

The purpose of this study was to examine student viewpoints about privacy and personal data collection in online courses. Results of data analysis revealed that students were aware that their learning behaviors such as login frequency, pages viewed or clicked, and learning profiles could be monitored and recorded by their instructors. Additionally, they were not concerned about their learning behaviors being monitored, recorded, or collected for academic research, and used for instructional/teaching improvement purposes. No significant difference between gender (female and male) of students in terms of their awareness and concern about their privacy in online learning settings was evident.

Author Biographies

Phu Vu, College of Education- University of Nebraska at Kearney

Dr. Phu Vu is an associate professor in the Department of Teacher Education in the University of Nebraska at Kearney, U.S.A., where he teaches courses mainly in the Instructional Technology graduate program. His research interest is in game-based learning, learning analytics, and online learning.

Megan Adkins, College of Education- University of Nebraska at Kearney

Dr. Adkins is an associate professor in the Department of Kinesiology and Sport Sciences in the University of Nebraska at Kearney, U.S.A. Her research focuses on teacher preparation; science, technology, engineering, math (STEM); and social emotional learning of underserved populations. She has completed numerous peer-reviewed articles and national presentations on these topics. Dr. Adkins teaches method courses in physical education. She focuses student preparation on experiential learning through a homeschool physical education teaching lab, STEM, and SEL after-school programming that she has developed.

Shelby Henderson, College of Education- University of Nebraska at Kearney

Shelby Henderson is a graduate assistant in the Department of Teacher Education, and is a graduate student in Clinical Mental Health Counselling at University of Nebraska at Kearney, USA.

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Published

2020-02-12