Learning analytics are starting to become standardized in higher education as institutions use the techniques of Big Data analytics to make decisions to help them reach their goals. The widespread use of student information brings forth ethical concerns primarily in relation to privacy. While the overarching ethical issues related to learning…

Background: Learning Analytics (LA) is an emerging field concerned with measuring, collecting, and analysing data about learners and their contexts to gain insights into learning processes. As the technology of Learning Analytics is evolving, many systems are being implemented. In this context, it is essential to understand stakeholders'…

In order to successfully implement learning analytics (LA), we need a better understanding of student expectations of such services. Yet, there is still a limited body of research about students' expectations across countries. Student expectations of LA have been predominantly examined from a view that perceives students as a group of individuals…

Higher education data mining and analytics, like learning analytics, may improve learning experiences and outcomes. However, such practices are rife with student privacy concerns and other ethics issues. It is crucial that student privacy expectations and preferences are considered in the design of educational data analytics. This study forefronts…

Purpose: The purpose of this paper is to examine how higher education students think about educational technologies they have previously used -- and the implications of this understanding for their awareness of datafication and privacy issues in a postsecondary context. Design/methodology/approach: The authors conducted two surveys about students'…

The rapid recent use of learning analytics (LA) in higher education, specifically during the COVID-19 pandemic, allows the monitoring of users' behavior while learning. Using LA may promote students' learning outcomes but also intrude into their privacy. This study aimed to explore students' behaviour and perceptions towards privacy and data…

In this study, we examine the role of AI-driven marketing in international student recruitment, focusing on how perceived usefulness, trust, and personalization influence decision-making. Grounded in the Technology Acceptance Model (TAM), the Trust-Based Decision-Making Model, and the Personalization--Privacy Paradox, we studied how AI-powered…

Higher education institutions are increasingly relying on learning analytics to collect voluminous amounts of data ostensibly to inform student learning interventions. The use of learning analytics, however, can result in a tension between the Council for the Advancement of Standards in Higher Education (CAS) principles of autonomy and…

Due notably to the emergence of massive open online courses (MOOCs), stakeholders in online education have amassed extensive databases on learners throughout the past decade. Administrators of online course platforms, for instance, possess a broad spectrum of information about their users. This information spans from users' areas of interest to…

Purpose: The purpose of this paper is to explore and establish the contours of trust in learning analytics and to establish steps that institutions might take to address the "trust deficit" in learning analytics. Design/methodology/approach: "Trust" has always been part and parcel of learning analytics research and practice,…

Understanding students' privacy concerns is an essential first step toward effective privacy-enhancing practices in learning analytics (LA). In this study, we develop and validate a model to explore the students' privacy concerns (SPICE) regarding LA practice in higher education. The SPICE model considers "privacy concerns" as a central…

Learning analytics systems are software designed to aggregate student data to be analyzed for the purpose of delivering information to students, with the goal of increasing student success, academic goal completion, and retention. Despite being identified as stakeholders and beneficiaries of learning analytics, student perceptions make up a small…

Student engagement within the development of learning analytics services in Higher Education is an important challenge to address. Despite calls for greater inclusion of stakeholders, there still remains only a small number of investigations into students' beliefs and expectations towards learning analytics services. Therefore, this paper presents…

While teachers often monitor and adjust their learning design based on students' emotional states in physical classrooms, synchronous online environments often limit their ability to perceive the emotional climate of the class. Drawing from the concept of social translucence, it is suggested that making students' emotional states…

Increasingly learning analytics (LA) has begun utilising staff- and student-facing dashboards capturing visualisations to present data to support student success and improve learning and teaching. The use of LA is complex, multifaceted and raises many issues for consideration, including ethical and legal challenges, competing stakeholder views and…