Student Privacy: A Key Piece of the Online Student Satisfaction Puzzle

Abstract

This quantitative study examines linkages from online student perceptions of privacy in the satisfaction puzzle across 5 university administrative/student touch-points. The importance of categorizing the quality dimensions of online learning is paramount as learners are exposed to multiple quality touch-points prior to, during, and after the completion of an online learning experience (Ehlers, 2004;Frydenberg, 2002). Facing a greater competitive environment in student recruitment, academic institutions are increasingly aware of external evaluator rankings, accreditors, and resulting student perceptions. ANOVA results are reported, along with considerations and issues for addressing perceptions of privacy among online students.

La Satisfacción Estudiantil en La Educación Virtual: Una Revisión Sistemática Internacional

“…Es así que las entidades del nivel universitario deben monitorear el aprendizaje remoto (Divjak et al, 2018), brindar asesoramiento y apoyo logístico a los estudiantes (Main et al, 2020), capacitar a las oficinas administrativas (Main et al, 2020) (Williams et al, 2019), ser flexibles e innovadoras (Kuhn & Garcia, 2020) para complacer a los usuarios.…”

“…En tercer lugar, en cuanto a lo social la SSVE genera patrones altos de habilidades interpersonales y sociales porque permite interactuar instantáneamente con un magno grupo de personas (Mir et al, 2019); (Wart et al, 2020), entre estudiante-tutor de manera sincrónica (Rajabalee & Santally, 2020) y con toda la institución (Williams et al, 2019).…”

“… Descuidar la selección de proveedores para servicios de tecnología por parte de la institución educativa (Williams et al, 2019).…”

“…;Bickle, Rucker & Burnsed (Bickle et al, 2019);Haywood & Murty, 2018;(Kucuk & Richardson, 2019); Kuhn(Kuhn & Garcia, 2020);(Landrum, 2020); Main, Ober & Johnson,(Main et al, 2020);(Wolverton et al, 2020);Wart et al, 2020;Williams et al(Williams et al, 2019) (Figura 2).…”

Expectations of University Lecturers and Students on Smart Learning Environments

“…An Australian study by Lawson et al (2016) illustrated the use of data collected through learning analytics platforms to predict behaviors and label students, thus using the data beyond the initial point of consent, suggesting that the surplus of behavioral data, therefore, needs to be brought under the purview of legal frameworks to deal with the privacy laws and ethical dilemmas. Williams et al (2019) empirically proposed that student satisfaction with online learning was largely mediated by the privacy the institution offered with respect to their learning process, thus entailing the importance of engaging with privacy and ethical dilemmas in SLEs. However, a systematic review of the ethical issues of learning analytics highlighted a lack of empirical evidence-based guidelines on the ethical aspects of using learning analytics for teaching and learning (Tzimas & Demetriadis, 2021).…”