The DOI matches its Crossref record; 60 of the 63 references it cites were found in a registry or an index.
Student privacy self-management: implications for learning analytics
Abstract
Optimizing the harvesting and analysis of student data promises to clear the fog surrounding the key drivers of student success and retention, and provide potential for improved student success. At the same time, concerns are increasingly voiced around the extent to which individuals are routinely and progressively tracked as they engage online. The Internet, the very thing that promised to open up possibilities and to break down communication barriers, now threatens to narrow it again through the panopticon of mass surveillance.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“So-called “nudging” techniques direct students toward particular learning resources or to change their behaviors.90”
From Learning Analytics and the Academic Library: Professional Ethics Commitments at a Crossroads (2018) · cites this paper as [90]
In the citing paper
“In an analysis of the TACs of three providers of massive open online courses (MOOCs) namely Coursera, EdX, and FutureLearn, Prinsloo and Slade (2015) found several troubling gaps in both the providers' fiduciary duty to students and their consideration for the inherent privacy issues and resulting student vulnerability.”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“Though the intention of collecting and using student data arguably falls within the scope of the fiduciary duty of higher education, it is increasingly possible that student data may be also used inappropriately and unethically, further increasing the vulnerability of students (Prinsloo & Slade, 2015).”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“Individuals may adapt decisions regarding how much information they are prepared to share (and for what purpose) depending on the context.”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“In this context, HEIs are increasingly vulnerable and must optimize their use of data, in particular student data (Baker & Siemens, 2014;Gašević & Siemens, 2015;Prinsloo & Slade, 2015).”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“Prinsloo and Slade (2015) identified the following problems regarding the notion of informed consent: 1) the problem of scale; 2) the re-identification and the problem of aggregation; 3) the quality, accountability, and purpose of data; 4) the drawbacks in setting limitations for use; 5) the impact of the increasing openness and sharing of data; and 6) the problematics and understandings of user a”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“This study found that the length, font size, and number of headings used in these TACs would, in all probability, discourage engagement, so that users would accept the TACs without reading them.”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“There was no indication whether that use would include a depersonalization of the data.”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“Interestingly, while all three providers acknowledged that they used cookies to collect data, only one (FutureLearn) provided a list of cookies with clear descriptions of their function.”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“One MOOC provider explicitly stated that they may request information from third parties such as credit reference agencies.”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“One provider (EdX) alerted users that student posts are owned by EdX in perpetuity and could be used for whatever purposes EdX decides.”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“All three providers made it clear that disabling the cookies would disrupt the service, potentially to the extent that it would be rendered unusable.”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“All three providers stated clearly that all information provided by users would be collected and used.”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“Only one, FutureLearn, provided an opportunity (for a small fee) for users to request access to the data held by the company (in line with national data protection requirements).”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“In following Solove (2013), Prinsloo and Slade suggest that despite concerns about the effectiveness of regulation and legislation, we cannot altogether negate the role of substantive rules and hard boundaries”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“Interestingly, and of some concern, was the encouragement by FutureLearn for users to reveal personal details such as gender, location, and history in order to deepen the personal element in the learning.”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“None of the providers gave the option to opt out -indeed, users were alerted to the inability of their MOOC provider to ensure and guarantee that information shared would not be used by fellow users or made public because of security breaches.”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
In the citing paper
“Regarding the collected data, all three stated that it would be used to increase the efficiency of the platform and the structure of the learning experience.”
From Student Vulnerability, Agency and Learning Analytics: An Exploration (2016) · cites this paper as Prinsloo & Slade, 2015
Citations
Cites
Three Approaches to Qualitative Content Analysis
Hsieh, H.-F., & Shannon, S. E. (2005) · Qualitative Health Research · doi:10.1177/1049732305276687 · Cited by 44,601
The qualitative content analysis process
Elo, S., & Kyngäs, H. (2008) · Journal of Advanced Nursing · doi:10.1111/j.1365-2648.2007.04569.x · Cited by 22,617
Warren, S. D., & Brandeis, L. D. (1890) · University of Washington Press eBooks · doi:10.1515/9780295803661-014 · Cited by 4,092
Content analysis: Method, applications, and issues
Downe‐Wamboldt, B. (1992) · Health Care for Women International · doi:10.1080/07399339209516006 · Cited by 2,682
Penetrating the Fog: Analytics in Learning and Education.
Siemens, G., & Long, P. (2011) · Adelaide Research & Scholarship (AR&S) (University of Adelaide) · Cited by 1,752
Learning Analytics: The Emergence of a Discipline
Siemens, G. (2013) · American Behavioral Scientist · doi:10.1177/0002764213498851 · Cited by 1,284
Applications of Social Research Methods to Questions in Information and Library Science
(2016) · Libraries Unlimited eBooks · doi:10.5040/9798400613739 · Cited by 1,109
Learning Analytics: Ethical Issues and Dilemmas
Slade, S., & Prinsloo, P. (2013) · American Behavioral Scientist · doi:10.1177/0002764213479366 · Cited by 1,078
Self-citationAnalyzing brain networks with PCA and conditional Granger causality
Zhou, Z., Chen, Y., Ding, M., Wright, P. K., Lu, Z., & Liu, Y. (2008) · Human Brain Mapping · doi:10.1002/hbm.20661 · Cited by 994
Higher education and its communities: Interconnections, interdependencies and a research agenda
Jongbloed, B. W. A., Enders, J., & Salerno, C. (2008) · Higher Education · doi:10.1007/s10734-008-9128-2 · Cited by 965
Surveillance studies: an overview
Kelly, T. (2008) · Journal of the Royal Anthropological Institute · Cited by 947
Social and political dimensions of privacy
Westin, A. F. (2003) · Journal of Social Issues · doi:10.1111/1540-4560.00072 · Cited by 721
Beyond concern—a privacy-trust-behavioral intention model of electronic commerce
Liu, C., Marchewka, J. T., Lu, J., & Yu, C. (2004) · Information & Management · doi:10.1016/j.im.2004.01.003 · Cited by 718
Routledge Handbook of Surveillance Studies
Fussey, P., & Coaffee, J. (2012) · Routledge eBooks · doi:10.4324/9780203814949 · Cited by 614
The digital person: technology and privacy in the information age
Solove, D. J. (2005) · Choice Reviews Online · doi:10.5860/choice.42-5512 · Cited by 607
Big data and human geography: Opportunities, challenges and risks
Kitchin, R. (2013) · Dialogues in Human Geography · doi:10.1177/2043820613513388 · Cited by 593
Surveillance Studies: An Overview
Lyon, D. (2007) · Medical Entomology and Zoology · Cited by 572
Misplaced Confidences: Privacy and the Control Paradox
Brandimarte, L., Acquisti, A., & Loewenstein, G. (2013) · Social Psychological and Personality Science · doi:10.1177/1948550612455931 · Cited by 522
The New Politics of Surveillance and Visibility
(2005) · University of Toronto Press eBooks · doi:10.3138/9781442681880 · Cited by 519
Gavison, R. E. (1980) · The Yale Law Journal · doi:10.2307/795891 · Cited by 514
An overview of learning analytics
Clow, D. (2013) · Teaching in Higher Education · doi:10.1080/13562517.2013.827653 · Cited by 436
(2013) · Harvard Law Review · Cited by 418
Judging the quality of case study reports
Lincoln, Y. S., & Guba, E. G. (1990) · International Journal of Qualitative Studies in Education · doi:10.1080/0951839900030105 · Cited by 405
(2004) · International Sociology · doi:10.1177/0268580904191001 · Cited by 397
Gavison, R. E. (1984) · Cambridge University Press eBooks · doi:10.1017/cbo9780511625138.017 · Cited by 309
Privacy, trust and control: Which relationships with online self-disclosure?
Taddei, S., & Contena, B. (2013) · Computers in Human Behavior · doi:10.1016/j.chb.2012.11.022 · Cited by 307
Mohamed, N., & Ahmad, I. H. (2012) · Computers in Human Behavior · doi:10.1016/j.chb.2012.07.008 · Cited by 288
Content analysis in empirical social research
Bos, W., & Tarnai, C. (1999) · International Journal of Educational Research · doi:10.1016/s0883-0355(99)00032-4 · Cited by 274
Mont, M. C., Pearson, S., & Bramhall, P. (2004) · International Workshop on Database and Expert Systems Applications (DEXA) · doi:10.1109/dexa.2003.1232051 · Cited by 243
Beyond concern: a privacy–trust–behavioral intention model of electronic commerce
Liu, C., Marchewka, J. T., Lu, J., & Yu, C. (2004) · Information & Management · doi:10.1016/j.im.2004.01.002 · Cited by 225
Trepte, S., & Reinecke, L. (2013) · Computers in Human Behavior · doi:10.1016/j.chb.2012.10.002 · Cited by 205
Notice and consent in a world of Big Data
Cate, F. H., & Mayer-Schonberger, V. (2013) · International Data Privacy Law · doi:10.1093/idpl/ipt005 · Cited by 194
Ethics for the New Surveillance
Marx, G. T. (1998) · The Information Society · doi:10.1080/019722498128809 · Cited by 168
Murky conceptual waters: The public and the private
Marx, G. T. (2001) · Ethics and Information Technology · doi:10.1023/a:1012456832336 · Cited by 159
The pulse of learning analytics understandings and expectations from the stakeholders
Drachsler, H., & Greller, W. (2012) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/2330601.2330634 · Cited by 113
2. Ethics for the New Surveillance
Marx, G. T. (1999) · University of Toronto Press eBooks · doi:10.3138/9781442683105-004 · Cited by 106
On site: to opt-in or opt-out?: it depends on the question
Bellman, S., Johnson, E. J., & Lohse, G. L. (2001) · Communications of the ACM · doi:10.1145/359205.359241 · Cited by 100
Power, knowledge, and the subjects of privacy: understanding privacy as the ally of surveillance
Coll, S. (2014) · Information, Communication & Society · doi:10.1080/1369118x.2014.918636 · Cited by 97
An evaluation of policy frameworks for addressing ethical considerations in learning analytics
Prinsloo, P., & Slade, S. (2013) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/2460296.2460344 · Cited by 88
Self-citationExploring the ethical implications of MOOCs
Marshall, S. J. (2014) · Distance Education · doi:10.1080/01587919.2014.917706 · Cited by 75
Internet Research Ethics: Past, Present, and Future
Buchanan, E. (2011) · doi:10.1002/9781444314861.ch5 · Cited by 72
Henman, P. (2004) · International Sociology · doi:10.1177/0268580904042899 · Cited by 67
Student perspectives on the use of their data: between intrusion, surveillance and care
Slade, S., & Prinsloo, P. (2015) · Open Research Online - ORO (The Open University) · Cited by 46
Self-citationCookies, web bugs, webcams and cue cats: Patterns of surveillance on the world wide web
Bennett, C. J. (2001) · Ethics and Information Technology · doi:10.1023/a:1012235815384 · Cited by 42
The Readability of Typefaces and the Subsequent Mood or Emotion Created in the Reader
Gump, J. E. (2001) · Journal of Education for Business · doi:10.1080/08832320109599647 · Cited by 38
Neither good, nor bad, but dangerous: Surveillance as an ethical paradox
Sewell, G., & Barker, J. R. (2001) · Ethics and Information Technology · doi:10.1023/a:1012231730405 · Cited by 37
The components of trustworthiness for higher education: a transnational perspective
Kharouf, H., Sekhon, H. S., & Roy, S. K. (2014) · Studies in Higher Education · doi:10.1080/03075079.2014.881352 · Cited by 31
Opting in, Outing out, or No Options at All: The Fight for Control of Personal Information
Sovern, J. (1999) · Washington law review · Cited by 29
Surveillance and Identity: Discourse, Subjectivity and the State
Barnard‐Wills, D. (2011) · Cited by 21
Online Privacy Policies: Contracting Away Control Over Personal Information?
Haynes, A. W. (2007) · bepress Legal Repository · Cited by 20
Woodley, C., & Silvestri, M. (2014) · American Journal of Distance Education · doi:10.1080/08923647.2014.896587 · Cited by 16
Academic Deans, Codes of Ethics, and……Fiduciary Duties?
DeAngelis, W. J. (2014) · Journal of Academic Ethics · doi:10.1007/s10805-014-9212-4 · Cited by 13
Online Privacy Policies: Contracting Away Control Over Personal Information?Preprint
Stuart, A. H. (2006) · SSRN Electronic Journal · Cited by 13
Privacy, identity and anonymity
Kerr, I., & Barrigar, J. (2015) · Routledge eBooks · doi:10.4324/9780203814949.ch4_1_c · Cited by 12
Review of Ball, Haggerty and Lyon’s The Routledge Handbook of Surveillance Studies
Wright, S. (2012) · Leeds Beckett Repository (Leeds Beckett University) · Cited by 12
Stoddart, E. (2015) · Routledge eBooks · doi:10.4324/9780203814949.ch4_1_a · Cited by 10
Information Privacy: Culture, Legislation and User Attitudes
Cockcroft, S. (2006) · AJIS. Australasian journal of information systems/AJIS. Australian journal of information systems/Australian journal of information systems · doi:10.3127/ajis.v14i1.7 · Cited by 9
Regulating Surveillance: The Importance of Principles
Raab, C. D. (2012) · Cited by 8
Raab, C. D. (2015) · Routledge eBooks · doi:10.4324/9780203814949.ch4_1_b · Cited by 4
The Handbook of Internet Studies
Nguyen, A. (2013) · Digital Journalism · doi:10.1080/21670811.2013.803834 · Cited by 4
Research works printed but not linked: 13
- Brandimarte L. Acquisti A. and Loewenstein G. 2013. Misplaced confidences: privacy and the control paradox. Social Psychological and Personality Science 4 (2013) 340--347. DOI: 10.1177/1948550612455931 · DOI · Paper page
- DeAngelis W. 2014. Academic deans codes of ethics and ... fiduciary duties? Journal for Academic Ethics 12 (2014) 209--225. DOI: 10.1007/s10805-014-9212-4 · DOI
- Eggers , D. 2013. The circle . Penguin , London, UK . Eggers, D. 2013. The circle. Penguin, London, UK.
- Elo S. and Kyngäs H. 2007. The qualitative content analysis process Journal of Advanced Nursing 62 (2007) 107--115. DOI: 10.1111/j.1365-2648.2007.04569.x. · DOI · Paper page
- Kharouf H. Sekhon H. and Roy S. K. 2014. The components of trustworthiness for higher education: a transnational perspective. Studies in Higher Education . DOI: 10.1080/03075079.2014.881352 · DOI
- Lee B. A. 2014. Student-faculty academic conflicts: emerging legal theories and judicial review. Mississippi Law Journal 83 (2014) 837--951. Lee B. A. 2014. Student-faculty academic conflicts: emerging legal theories and judicial review. Mississippi Law Journal 83 (2014) 837--951.
- Lincoln , Y. S. and Guba , E. G . 1985 . Naturalistic inquiry. London, UK: SAGE Publications. Lincoln, Y. S. and Guba, E. G. 1985. Naturalistic inquiry. London, UK: SAGE Publications.
- Lyon , D. (Ed.). 2006 . Theorising surveillance. The panopticon and beyond. Cullumpton, UK: Willan Publishing. Lyon, D. (Ed.). 2006. Theorising surveillance. The panopticon and beyond. Cullumpton, UK: Willan Publishing.
- Nissenbaum H. 2004. Privacy as contextual integrity. Washington Law Review 79 (2004) 119--158. Nissenbaum H. 2004. Privacy as contextual integrity. Washington Law Review 79 (2004) 119--158.
- Slade S. and Prinsloo P. 2013. Learning analytics: ethical issues and dilemmas. American Behavioral Scientist . DOI: 10.1177/0002764213479366 · DOI · Paper page
- Solove , D. J. 2004 The digital person . New York University Press , New York, NY . Solove, D. J. 2004 The digital person. New York University Press, New York, NY.
- Tene O and Polonetsky J. 2012. Big data for all: Privacy and user control in the age of analytics. Northwestern Journal of Technology and Intellectual Property 239 (2012) 1--36. Retrieved from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2149364 Tene O and Polonetsky J. 2012. Big data for all: Privacy and user control in the age of analytics. Northwestern Journal of Technology and Intellectual Property 239 (2012) 1--36. Retrieved from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2149364
- 10.2307/1321160 · DOI
Cited by
Sorted by citations
Utilising learning analytics to support study success in higher education: a systematic review
Ifenthaler, D., & Yau, J. Y.-K. (2020) · Educational Technology Research and Development · doi:10.1007/s11423-020-09788-z · Cited by 1,063
Drachsler, H., & Greller, W. (2016) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/2883851.2883893 · Cited by 374
Student perceptions of privacy principles for learning analytics
Ifenthaler, D., & Schumacher, C. (2016) · Educational Technology Research and Development · doi:10.1007/s11423-016-9477-y · Cited by 314
Navigating the New Normal: Adapting Online and Distance Learning in the Post-Pandemic Era
Sato, S. N., Condés, E., Rubio-Zarapuz, A., Dalamitros, A. A., Sepulveda, R. A. Y., Tornero-Aguilera, J. F., & Clemente‐Suárez, V. J. (2023) · Education Sciences · doi:10.3390/educsci14010019 · Cited by 269
Jones, K. M. L., Asher, A., Goben, A. H., Perry, M. R., Salo, D., Briney, K. A., & Robertshaw, M. B. (2020) · Journal of the Association for Information Science and Technology · doi:10.1002/asi.24358 · Cited by 163
Metadata
- Authors
- Prinsloo, P., & Slade, S.
- Affiliations
- University of South Africa (ZA)
- The Open University (GB)
- Venue
- Proceedings of the Fifth International Conference on Learning Analytics And Knowledge
- Publisher
- ACM
- Published
- 2015-03-16
- Pages
- 83-92
- OpenAlex
- W2142141517
- Cited by
- 119
- References
- 63
- Citations by year
- 2026: 8 · 2025: 10 · 2024: 9 · 2023: 11 · 2022: 9 · 2021: 11 · 2020: 10 · 2019: 13 · 2018: 10 · 2017: 6 · 2016: 20 · 2015: 2
- FWCI
- 46.19
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- International Conference on Learning Analytics and Knowledge (LAK) (publishedVersion)
- Open Research Online (The Open University) (acceptedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Privacy, Security, and Data Protection
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Law › Data Privacy and Cybersecurity
- Keywords
- student privacy, self-management, student data, online tracking, mass surveillance, panopticon, student success, student retention, data harvesting, higher education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
