Abstract
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 such as for learning analytics is next to nothing. The purpose of this study was to investigate if students are prepared to release any personal data in order to inform learning analytics systems. 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.
Published Version
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