Student Private Research Articles

University students' digital spaces in online learning communities: Implications for understanding, protecting and maintaining privacy

AbstractIn addition to learning effectively and effectively in online learning communities (OLCs), students must be in a secure environment and privacy must be respected. The study aimed to identify privacy violations that university students encounter in OLCs, and identify recommendations and some strategies to implement to ensure privacy at the OLC. A qualitative research method was applied in the study. First, focus group interviews were conducted with a total of 108 students who participated actively in the OLC. After analysing the interview data, a privacy violations report (RPV‐OLC) was prepared at the OLC. According to the RPV‐OLC, a problem description for the Delphi technique was designed and 17 experts were identified for the interview. Delphi panels with experts were completed in 5 months. The content analysis process was used for the data obtained. Students said they encountered information sharing and access, access to information, system/course settings, resistance to negotiations, communication problems and lack of knowledge. On the other hand, experts suggest that different suggestions and strategies could be implemented to ensure privacy in the OLC, such as partial privacy, mutual trust, contextual privacy agreements, role‐based or anonymous identity use, and privacy education. The study focused on defining the concept of privacy and student privacy violations in online learning environments and providing solutions for educators, students and system administrators. Practitioner notesWhat is already known about this topic Digital learning environments pose a threat to the privacy of students. The fact that privacy violations in the OLC can trigger concerns among students has a negative impact on learning processes. There is high interest at the moment in how to plan the most effective teaching in online learning environments—but privacy is being neglected. What this paper adds This article explains the privacy violations university students encounter at the OLC. This document contains guidelines on how to mitigate and prevent privacy violations in OLC. The results of the study also provide suggestions for privacy protection at the OLC. Implications for practice and/or policy It is important that the instructors who participate in the OLC are informed about the necessary measures, rules, principles, activities and follow‐up measures to protect their personal privacy. If we can overcome students' concerns about privacy violations at the OLC, we can create more comfortable learning spaces. The aim of learning should not only be to peak performance; the most important responsibility of educators or system administrators is to preserve each student's private space, while at the same time achieving the best performance.

Peer effects and shadow education

Peer effects are crucial to school activities contributing to students' human capital accumulation. However, existing studies offer little evidence on how peers affect a student's private tutoring, commonly called shadow education, outside the formal schooling. This paper investigates peer effects on the student's shadow education activities by using an instrumental variable approach with a randomization sample of junior high school students in China. We find that an increase in the proportion of classmates receiving shadow education, defined as participating in cram schools or extracurricular courses, positively affects a student's shadow education participation, expenditure, and time spent on weekends. To corroborate the identification strategy validity, we conduct various robustness checks that consider exclusion restriction, peer characteristics, sample exclusion, and personality traits. Heterogeneous analyses suggest that peer effects are more pronounced among male students, students from high-income families, senior students, and public school students.

Impact of Student Emotions and Attitudes in L2 Spanish Beginner Students in Chattanooga State Community College (Preliminary Results)

Este artículo discute los resultados preliminares de una investigación de tesis doctoral que se propone medir el impacto que las emociones y actitudes de los estudiantes principiantes tienen en su desempeño en el programa de español como segunda lengua en Chattanooga State Community College. Una de las hipótesis de trabajo es que tener una opinión negativa sobre el español y sus hablantes en Estados Unidos tiene un impacto en la decisión de un estudiante de matricularse en el programa. Una vez matriculados, existirá una correlación entre la ansiedad y el disfrute que los estudiantes experimentan en la clase y su perseverancia y éxito. Sin embargo, el centro educativo puede intervenir positivamente en las matriculaciones por medio de instrucción en conciencia global y cultural. A su vez, el profesorado de español como segunda lengua puede incrementar el disfrute público y privado que los estudiantes experimentan en la clase, mediante la aplicación de estrategias educativas atractivas e inteligencia emocional, lo que tendría un impacto positivo en la perseverancia y éxito de los alumnos.

Investigating International Student's Private Perceptions of Korean Education for Academic Purposes: with an emphasis on Korean vocabulary

Investigating International Student's Private Perceptions of Korean Education for Academic Purposes: with an emphasis on Korean vocabulary

Millennial Counselors and the Ethical Use of Facebook

The use of social networking sites (SNS), and Facebook in particular, seems to be on the rise (Salaway, Nelson, & Ellison, 2008). The majority of users tend to be from the millennial generation (Hazlett, 2008), as are the majority of graduate counseling students. This discussion explores several areas regarding the use of Facebook. First, we review the literature on why students from the millennial generation are such avid users of Facebook. Second, we explore privacy settings: how MiUennials establish privacy settings and what demographic factors may be correlated with the level of privacy settings they establish. Results from an online descriptive survey of counseling students are compared with and found in many ways to be inconsistent with the literature on the risk factors associated with limited use of privacy settings. Implications of and recommendations for using Facebook for counselors and counselor educators are provided.Keywords: millennial generation, Generation Y, social networking sites, Facebook, ethics, boundariesThe use of social networking sites (SNS) is increasing in popularity with college students (Hazlett, 2008), and Facebook is one of the most popular sites (Salaway, Nelson, & Ellison, 2008; Fogel & Nehmad, 2009; Hazlett, 2008; Lehavot, Barnett, & Powers, 2010; MacDonald, Sohn, & Ellis, 2010). As of March 2013, Facebook had over 1.11 billion users overall (Facebook, 2013), but the more relevant statistic for this article is the evidence of the site's widespread use by college students. Data collected in 2006 and 2007 from several studies found that about 60-65% of college students were using Facebook (Fogel & Nehmad, 2009; Lehavot et al, 2010; MacDonald et al., 2010). Recent research conducted on college students found that more than 85% of students who responded to the survey use SNS, and 89% of those who used SNS had a Facebook page (Salaway et al, 2008). Thus, the use of SNS and Facebook is officially part of the college student culture. The fact that so many college students have incorporated Facebook into their lives is highly relevant to the field of counselor education. The majority of students in both masters and doctoral level training programs will have come from this culture, with a strong likelihood that they enter college programs with an existing Facebook page, and anticipate a continued interaction with friends, families and classmates via Facebook. Yet, the use of Facebook raises challenging ethical and clinical issues for both students and counselor educators. These include boundary issues: most importantly, the risks associated with a student's private information being accessible to clients; issues related to enhancing the integrity of the profession; and the ethical responsibilities of counselor preparation programs in admitting and preparing students for counseling careers. The purpose of this article is to examine the relevant literature on Facebook as it pertains to counselor education, and specifically literature that deepens an understanding of both why students use Facebook and how they use Facebook. Additionally, we will describe the results of a survey of Facebook use at our own master's in counseling program at California State University, Fullerton (CSUF), which has a large student body, most of whom are members of the millennial generation. The nature of this survey is purely exploratory, with the goal of assessing whether Facebook use in one program supports or challenges the findings in the extant literature. The degree to which those findings are challenged will help clarify the need for and direction of future research. Finally, we will discuss the ethical dilemmas posed by Facebook, make recommendations on how counselor educators can prepare students to use Facebook ethically, and ensure that programmatic use of Facebook maintains the highest ethical standards.Privacy Settings on FacebookBefore examining the literature, it is important to review the concept of privacy and privacy settings in Facebook, since the way Facebook users deal with privacy is critical to ethically-sound counseling practice. …

개인, 교육기관, 사회적 변인이 사이버대 재학생의 중도탈락의도 결정에 미치는 영향

본 연구는 사이버대학생의 개인적 변인, 교육기관 변인, 사회적 변인이 중도탈락의도 결정에 미치는 영향을 알아봄으로 사이버대학생의 중도탈락동기를 낮추고 학업 지속 환경을 조성하는데 기초 자료를 제시하고자 하였다. 이를 위하여 A사이버대학에 재학생을 대상으로 편의 표집법(convenience sampling)을 이용하여 2009년 4월 1일부터 5월 31일까지 500명에게 설문을 의뢰하였다. 수집된 336명의 자료 중 응답내용이 불성실하다고 판단되거나 중다반응으로 유효하지 않은 자료 총 32명 응답분량을 제외하여 본 연구에서는 총 304부를 분석에 사용하였다. 자료분석은 SPSS for Winow 15.0을 활용하여 로지스틱 회귀분석을 실시하였다. 연구결과 첫째, 개인의 흥미변인이 중도탈락 의도에 영향을 주는 것으로 나타났다. 둘째, 교육기관 환경적 변인이 중도탈락 의도에 영향을 주는 것으로 나타났다. 셋째, 사회적 환경변인이 중도탈락 의도에 영향을 주는 것으로 나타났다. 넷째, 개인, 교육기관, 사회적 변인이 사이버 대학생의 중도탈락 의도에 미치는 영향 중 개인 변인만이 통계적으로 유의미하게 중도탈락 의도를 결정하지 않게 하는 데 유의미한 영향을 주는 것으로 나타났다. The purpose of this study is to suggest the basic data for lowering cyber university students' dropout rate and fostering continuous learning environment through understanding that cyber university student's private variance, an education institute variance and social variance have the impact on a student's determining dropout. For this, we selected students in A cyber university and carried out surveys for 500 students from April first to May 31st, 2009 using convenience sampling. We excluded answers whose results are considered to be insufficient or overlapped among answers of 336 students and used 304 answers in this study. We carried out logistics regression analysis using SPSS for Winow 15.0 for data analysis. First, it proved that individual interest variance affects the dropout. Second, it turned out that educational institute's environment variance has impact on the dropout. Third, it proved that social environment factor affects the dropout. Fourth, only individual variance among individual, an educational institute and social variance has meaningful impact on the dropout in terms of statistics.

Crisis on Campus: Student Access to Health Care

College-aged adults are an overrepresented group in the uninsured population of the United States, and traditionally underserved minorities are disproportionately affected. Students with private health insurance are often functionally uninsured as well, since most schools refuse to accept this traditionally elite calling card on campus. Consequently, the large uninsured and functionally uninsured populations often rely on school-sponsored health insurance plans for access to care. These plans have uneven coverage, limited benefits, exclusions and high co-pays and deductibles, and provide little health care security for their beneficiaries. Further, schools and insurance companies have profited substantially from these student plans, raising the possibility of a conflict of interest, with school-sponsored plans that may be focused on financial benefits to schools rather than the health of students. In addition, these plans may violate public policy and consumer protection laws by charging those who do not enroll in school-sponsored plans higher prices and by disingenuously claiming "competitive" rates when advertising to students. Public efforts at a student mandate, such as in Massachusetts, although successful in increasing the number of students with health insurance, have failed to provide adequate access to care. A focused policy must be put into place to ensure that students can effectively and efficiently access needed health care services on campus. In support of this effort, a proposed statute is provided herein. This bill would amend the Higher Education Opportunity Act to create a student health insurance mandate. School-sponsored plans, as well as private plans with comparable coverage, would be required to fulfill a minimum standard benefits plan. Reasonable exclusions and limitations would be allowed, based on standard practices in commercial health insurance plans. The statute would require a minimum percentage of premiums to be spent on health care, with any excess rebated to students. It would also require schools to accept a student's private health insurance for campus services to avoid forcing students to pay more than once for care. As part of this mandate, a portion of the surplus retained by schools billing private insurers would be allocated to create health insurance scholarships for uninsured students. Finally, the definition of "cost of attendance" would be adjusted to ensure that financial aid calculations take into account health insurance premiums.

LEARNING TO ACT LIKE A LAW STUDENT: A RESPONSE TO THE MODEL CODE OF PROFESSIONAL RESPONSIBILITY FOR LAW STUDENTS

This paper is a response to recent academic trends proposing Codes of Conduct for law students. I argue against the notion that such Code(s) treat law students ‘as if’ they were lawyers. In particular, any proposed Code of Conduct should never have extra‐territorial effect and govern actions in a law student's private life. Nor should there be a duty to report alleged instances of misconduct for fear of creating a climate of distrust and secrecy. These problems, as a whole, would defeat the development of professionalism or ethical behaviour among law students.

Business students' ethical evaluations of faculty misconduct

PurposeThis study aims to gauge business school student perceptions of the academic conduct of college professors, to determine students' ethical evaluations of certain potential faculty behaviors. The relationships between perceived faculty misconduct and several student demographic characteristics including sex and academic classification were also investigated.Design/methodology/approachA large sample of undergraduate students attending one of two diverse universities responded to an anonymous survey. Responses were analyzed using univariate and multivariate statistical methods.FindingsBehaviors such as giving lower grades because of opposing opinions in the classroom and sharing an undergraduate student's private information with colleagues were rated the most harshly by student respondents. The 55 items that we used to measure professors' academic misconduct distilled into two basic dimensions: “inappropriate sexual situations” involving students and coworkers and “inappropriate familiarity with students.” Student sex and academic classification were related to one or both of these dimensions.Research limitations/implicationsThe study did not address whether faculty misconduct might be seen as incompetent by the students rather than unethical. The survey also did not ascertain if or how often the student respondents had observed the behaviors that they judged as unethical or ethical.Practical implicationsFaculty who wish to be more effective teachers and role models should realize their behaviors are being scrutinized and evaluated by students who make ethical judgments about teacher conduct.Originality/valueThe study makes an important contribution by distilling 55 established items on ethical behaviors into two durable ethics scales regarding faculty‐student relationships: “inappropriate sexual situations” and “inappropriate familiarity with students.” These scales can be applied in future research.

Is School-Based Height and Weight Screening of Elementary Students Private and Reliable?

Is School-Based Height and Weight Screening of Elementary Students Private and Reliable?

Institutions influencing mathematics students' private work: A factor of academic achievement

The aim of the research presented in this paper is to contribute to our knowledge about problem solving in mathematics. My purpose in this paper is to compare, from this point of view, two very different institutions in the French tertiary education system, with the intention to interpret the chronic inequality of performance in problem solving between populations of mathematics students coming from these institutions. Problem solving knowledge and skills are not an explicit objective of teaching and their development depends largely on the student's private mathematical activity. This hypothesis is the reason why the inquiry aims at comparing mathematics students' ways of working as they study in both institutions. The results of the research are interpreted, on the institutional level, as effects of differences between the two teaching systems.