| 1. |
- Chaturapruek, Sorathan, et al.
(författare)
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Studying Undergraduate Course Consideration at Scale
- 2021
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Ingår i: AERA Open. - : Sage Publications. - 1924-3642 .- 2332-8584. ; 7:1, s. -16
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Tidskriftsartikel (refereegranskat)abstract
- Elective curriculums require undergraduates to choose from a large roster of courses for enrollment each term. It has proven difficult to characterize this fateful choice process because it remains largely unobserved. Using digital trace data to observe this process at scale at a private research university, together with qualitative student interviews, we provide a novel empirical study of course consideration as an important component of course selection. Clickstream logs from a course exploration platform used by most undergraduates at the case university reveal that students consider on average nine courses for enrollment for their first fall term (<2% of available courses) and these courses predict which academic major students declare two years later. Twenty-nine interviews confirm that students experience consideration as complex and reveal variation in consideration strategies that may influence how consideration unfolds. Consideration presents a promising site for intervention in problems of equity, career funneling, and college completion.
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| 2. |
- F. Kizilcec, René, et al.
(författare)
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The Role of Gender in Students’ Privacy Concerns about Learning Analytics : Evidence from five countries
- 2023
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Ingår i: LAK2023. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450398657 ; , s. 545-551, s. 545-551
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Konferensbidrag (refereegranskat)abstract
- The protection of students’ privacy in learning analytics (LA) applications is critical for cultivating trust and effective implementations of LA in educational environments around the world. However, students’ privacy concerns and how they may vary along demographic dimensions that historically influence these concerns have yet to be studied in higher education. Gender differences, in particular, are known to be associated with people's information privacy concerns, including in educational settings. Building on an empirically validated model and survey instrument for student privacy concerns, their antecedents and their behavioral outcomes, we investigate the presence of gender differences in students’ privacy concerns about LA. We conducted a survey study of students in higher education across five countries (N = 762): Germany, South Korea, Spain, Sweden and the United States. Using multiple regression analysis, across all five countries, we find that female students have stronger trusting beliefs and they are more inclined to engage in self-disclosure behaviors compared to male students. However, at the country level, these gender differences are significant only in the German sample, for Bachelor's degree students, and for students between the ages of 18 and 24. Thus, national context, degree program, and age are important moderating factors for gender differences in student privacy concerns.
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| 3. |
- Viberg, Olga, 1982-, et al.
(författare)
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Cultural differences in students' privacy concerns in learning analytics across Germany, South Korea, Spain, Sweden, and the United States
- 2024
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Ingår i: COMPUTERS IN HUMAN BEHAVIOR REPORTS. - : Elsevier BV. - 2451-9588. ; 14
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Tidskriftsartikel (refereegranskat)abstract
- Applications of learning analytics (LA) can raise concerns from students about their privacy in higher education contexts. Developing effective privacy-enhancing practices requires a systematic understanding of students' privacy concerns and how they vary across national and cultural dimensions. We conducted a survey study with established instruments to measure privacy concerns and cultural values for university students in five countries (Germany, South Korea, Spain, Sweden, and the United States; N = 762). The results show that students generally trusted institutions with their data and disclosed information as they perceived the risks to be manageable even though they felt somewhat limited in their ability to control their privacy. Across the five countries, German and Swedish students stood out as the most trusting and least concerned, especially compared to US students who reported greater perceived risk and less control. Students in South Korea and Spain responded similarly on all five privacy dimensions (perceived privacy risk, perceived privacy control, privacy concerns, trusting beliefs, and non-self-disclosure behavior), despite their significant cultural differences. Culture measured at the individual level affected the antecedents and outcomes of privacy concerns. Perceived privacy risk and privacy control increase with power distance. Trusting beliefs increase with a desire for uncertainty avoidance and lower masculinity. Non-self-disclosure behaviors rise with power distance and masculinity and decrease with more uncertainty avoidance. Thus, cultural values related to trust in institutions, social equality and risk-taking should be considered when developing privacy-enhancing practices and policies in higher education.
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