| 1. |
- Bälter, Katarina, et al.
(författare)
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A Web-Based Program About Sustainable Development Goals Focusing on Digital Learning, Digital Health Literacy, and Nutrition for Professional Development in Ethiopia and Rwanda : Development of a Pedagogical Method
- 2022
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Ingår i: JMIR Formative Research. - : JMIR Publications Inc.. - 2561-326X. ; 6:12
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Tidskriftsartikel (refereegranskat)abstract
- Background: East African countries face significant societal challenges related to sustainable development goals but have limited resources to address these problems, including a shortage of nutrition experts and health care workers, limited access to physical and digital infrastructure, and a shortage of advanced educational programs and continuing professional development.Objective: This study aimed to develop a web-based program for sustainable development with a focus on digital learning, digital health literacy, and child nutrition, targeting government officials and decision-makers at nongovernmental organizations (NGOs) in Ethiopia and Rwanda.Methods: A web-based program—OneLearns (Online Education for Leaders in Nutrition and Sustainability)—uses a question-based learning methodology. This is a research-based pedagogical method developed within the open learning initiative at Carnegie Mellon University, United States. Participants were recruited during the fall of 2020 from ministries of health, education, and agriculture and NGOs that have public health, nutrition, and education in their missions. The program was conducted during the spring of 2021.Results: Of the 70 applicants, 25 (36%) were selected and remained active throughout the entire program and filled out a pre- and postassessment questionnaire. After the program, of the 25 applicants, 20 (80%, 95% CI 64%-96%) participants reported that their capacity to drive change related to the sustainable development goals as well as child nutrition in their organizations had increased to large extent or to a very large extent. Furthermore, 17 (68%, 95% CI 50%-86%) and 18 (72%, 95% CI 54%-90%) participants reported that their capacity to drive change related to digital health literacy and digital learning had increased to a large extent and to a very large extent, respectively.Conclusions: Digital learning based on a question-based learning methodology was perceived as a useful method for increasing the capacity to drive change regarding sustainable development among government officials and decision-makers at NGOs in Ethiopia and Rwanda.
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| 2. |
- Bälter, Olle, et al.
(författare)
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English-medium instruction and impact on academic performance: a randomized control study
- 2023
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Ingår i: Applied Linguistics Review. - : Walter de Gruyter GmbH. - 1868-6311 .- 1868-6303. ; In Press
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Tidskriftsartikel (refereegranskat)abstract
- Stakeholders and researchers in higher education have long debated the consequences of English-medium instruction (EMI); a key assumption of EMI is that students' academic learning through English should be at least as good as learning through their first language (usually the national language). This study addressed the following question: “What is the impact from English-medium instruction on students’ academic performance in an online learning environment?” “Academic performance” was measured in two ways: number of correctly answered test questions and through-put/drop-out rate. The study adopted an experimental design involving a large group (n = 2,263) randomized control study in a programming course. Student participants were randomly allocated to an English-medium version of the course (the intervention group) or a Swedish-medium version of the course (the control group). The findings were that students enrolled on the English-medium version of the course answered statistically significantly fewer test questions correctly; the EMI students also dropped out from the course to a statistically significantly higher degree compared to students enrolled on the Swedish version of the course. The conclusion of this study is thus that EMI may, under certain circumstances, have negative consequences for students’ academic performance.
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| 3. |
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| 4. |
- Chantal, Mutimukwe, et al.
(författare)
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Students’ information privacy concerns in learning analytics : Towards model development
- 2021
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Ingår i: Nordic Learning Analytics (Summer) Institute 2021. - : CEUR-WS.
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Konferensbidrag (refereegranskat)abstract
- The widespread interest in learning analytics (LA) is associated with increased availability of and access to student data where students’ actions are monitored, recorded, stored and analyzed. The availability and analysis of such data is argued to be crucial for improved learning and teaching. Yet, these data can be exposed to misuse, for example, to be used for commercial purposes, consequently, resulting in information privacy concerns (IPC) of students who are the key stakeholders and data subjects in the LA context. The main objective of this study is to propose a theoretical model to understand the IPC of students in relation to LA. We explore the concept of IPC as a central construct between its two antecedents: perceived privacy vulnerability and perceived privacy control, and its consequences, trusting beliefs and self-disclosure behavior. Although these relationships have been investigated in other contexts, this study aims to offer mainly theoretical insights on how these relationships may be shaped in the context of LA in higher education. Understanding students’ IPC, the related root causes and consequences in LA is the key step to a more comprehensive understanding of privacy issues and the development of effective privacy practices that would protect students’ privacy in the evolving setting of data-driven higher education.
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| 5. |
- 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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| 6. |
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| 7. |
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| 8. |
- Mutimukwe, Chantal, 1979-, et al.
(författare)
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Information privacy practices in eGovernment in an African Least Developing Country, Rwanda
- 2019
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Ingår i: The Electronic Journal of Information Systems in Developing Countries. - : John Wiley & Sons. - 1681-4835. ; 85:2
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Tidskriftsartikel (refereegranskat)abstract
- Privacy of information is a critical issue for e-government development as lack of it negatively influences users’ trust and adoption of e-government. To earn user trust government organizations need to provide reliable privacy assurance by implementing adequate information privacy protection (IPP) practices. African Least Developing Countries (LDCs) today develop e-government but focus is on quick technical development and the status of IPP issues is not clear. Little research has yet studied the status of IPP practices in e-government in African LDCs. To fill this gap, we assess the status of existing IPP practices in e-government in Rwanda, using international privacy principles as an assessment baseline. We adopt a case-study approach including three cases. Data were collected by interviews and a survey. The findings call into question the efficacy of existing IPP practices and their effect in ensuring e-government service users’ privacy protection in Rwanda. The study extends existing literature by providing insights related to privacy protection from an African LDC context. For practitioners in Rwanda and other LDCs, this study contributes to the protection of information privacy in e-government by providing recommendations to mitigate identified gaps.
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| 9. |
- Mutimukwe, Chantal, 1979-
(författare)
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Information Privacy Protection in E-government in Rwanda
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Privacy of information is a critical issue for e‐government service development as lack of it negatively influences users' trust and adoption. To earn user trust, government organizations need to provide reliable privacy assurance by implementing adequate information privacy protection practices. African least developed countries (LDCs) today develop e‐government, but the status of privacy protection in these countries is not clear. This research aims to help in the achievement of the successful protection of information privacy in e-government in an LDC country, Rwanda. For this, empirical studies were conducted to increase understanding of issues re-lated to information privacy in e-government in Rwanda. A mixture of quantitative and qualitative methods was applied for data collection and analysis.The results show that Rwandans’ concerns about information privacy in e-government context are high, that organizational information privacy protection practices can reduce users concerns, but also that existing privacy protection practices are not adequate to ensure users’ privacy. The studies also find that users are more concerned with e-government services than with other types of electronic services. Based on these findings, this thesis suggests a set of guidelines for government organizations in Rwanda in order to achieve effective information privacy protection practices.The thesis contributes to the body of knowledge in the fields of e-government and information privacy by providing empirical studies from an African LDC context and developing and testing a new model explaining the links between organizational information privacy protection practices, privacy concerns and the related antecedents and consequences, hence enhancing the theoretical understanding of these relations. The thesis contributes to practice by providing a set of guidelines that can guide government organizations in Rwanda, and/ or other African LDCs in a similar situation in the process of developing information privacy protection practices.
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| 10. |
- Mutimukwe, Chantal, 1979-, et al.
(författare)
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Privacy as Contextual Integrity in Online Proctoring Systems in Higher Education : A scoping review
- 2023
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Ingår i: Proceedings of the 56th Annual Hawaii International Conference on System Sciences, HICSS 2023. - : IEEE Computer Society. - 9780998133164 ; , s. 74-82
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Konferensbidrag (refereegranskat)abstract
- Privacy is one of the key challenges to the adoption and implementation of online proctoring systems (OPS) in higher education. To better understand this challenge, we adopt privacy as contextual integrity theory to conduct a scoping review of 17 papers. The results show different types of students' personal and sensitive information are collected and disseminated; this raises considerable privacy concerns. As well as the governing principles including transparency and fairness, consent and choice, information minimization, accountability, and information security and accuracy have been identified to address privacy problems. This study notifies a need to clarify how these principles should be implemented and sustained, and what privacy concerns and actors they relate to. Further, it calls for the need to clarify the responsibility of key actors in enacting and sustaining responsible adoption and use of OPS in higher education.
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| 11. |
- Mutimukwe, Chantal, 1979-, et al.
(författare)
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Students' privacy concerns in learning analytics : Model development
- 2022
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Ingår i: British Journal of Educational Technology. - : Wiley. - 0007-1013 .- 1467-8535. ; 53:4, s. 932-951
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Tidskriftsartikel (refereegranskat)abstract
- 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 construct between two antecedents—perceived privacy risk and perceived privacy control, and two outcomes—trusting beliefs and non-self-disclosure behaviours. To validate the model, data through an online survey were collected, and 132 students from three Swedish universities participated in the study. Partial least square results show that the model accounts for high variance in privacy concerns, trusting beliefs, and non-self-disclosure behaviours. They also illustrate that students' perceived privacy risk is a firm predictor of their privacy concerns. The students' privacy concerns and perceived privacy risk were found to affect their non-self-disclosure behaviours. Finally, the results show that the students' perceptions of privacy control and privacy risks determine their trusting beliefs. The study results contribute to understand the relationships between students' privacy concerns, trust and non-self-disclosure behaviours in the LA context. A set of relevant implications for LA systems' design and privacy-enhancing practices' development in higher education is offered. Practitioner notes What is already known about this topic Addressing students' privacy is critical for large-scale learning analytics (LA) implementation. Understanding students' privacy concerns is an essential first step to developing effective privacy-enhancing practices in LA. Several conceptual, not empirically validated frameworks focus on ethics and privacy in LA. What this paper adds The paper offers a validated model to explore the nature of students' privacy concerns in LA in higher education. It provides an enhanced theoretical understanding of the relationship between privacy concerns, trust and self-disclosure behaviour in the LA context of higher education. It offers a set of relevant implications for LA researchers and practitioners. Implications for practice and/or policy Students' perceptions of privacy risks and privacy control are antecedents of students' privacy concerns, trust in the higher education institution and the willingness to share personal information. Enhancing students' perceptions of privacy control and reducing perceptions of privacy risks are essential for LA adoption and success. Contextual factors that may influence students' privacy concerns should be considered.
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| 12. |
- Mutimukwe, Chantal, 1979-, et al.
(författare)
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Trusting and Adopting E-Government Services in Developing Countries? : Privacy Concerns and Practices in Rwanda
- 2017
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Konferensbidrag (refereegranskat)abstract
- E-government is a strong focus in many developing countries. While services can technically benefit from solutions developed elsewhere, organizational development and user trust and acceptance are always local. In Least Developed Countries (LDCs) such issues become more dramatic as services are transformed quickly from traditional manual procedures to digitized ones copying models from developed countries. One of the most critical trust issues is privacy protection; e-government services must be developed in balance with citizens’ privacy views.To understand how to design trusted services in an LDC this study investigates information privacy concerns, perceptions of privacy practices, trust beliefs and behavior intentions towards using e-government services in Rwanda. The study was conducted by means of a survey (n = 540).A majority of the respondents had a considerable level of trust, and a positive view of the effectiveness of service providers’ privacy practices. Most respondents expressed positive intentions towards using e-government services. Still, a majority of the respondents expressed considerable privacy concerns. Men were more concerned than women and reported a higher reluctance to use e-government service. As this study is one of the few studies of privacy, trust and adoption of e-government in LDC, it contributes to broadening the context in which such issues have been researched.
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| 13. |
- 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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| 14. |
- Viberg, Olga, 1982-, et al.
(författare)
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Exploring teachers' (future) digital assessment practices in higher education: Instrument and model development
- 2024
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Ingår i: British Journal of Educational Technology. - : Wiley. - 0007-1013 .- 1467-8535.
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Tidskriftsartikel (refereegranskat)abstract
- Digital technologies are increasingly used in assessment. On the one hand, this use offers opportunities for teachers to practice assessment more effectively, and on the other hand, it brings challenges to the design of pedagogically sound and responsible digital assessment. There is a lack of validated instruments and models that explain, assess and support teachers' critical pedagogical practice of digital assessment. This explorative work first develops and validates a survey instrument to examine teachers' digital assessment practices. Secondly, we build a model to investigate to what extent teachers' pedagogical digital assessment knowledge is a foundation for the future of digital assessment (ie, authentic, accessible, automated, continuous and responsible). A total of 219 university teachers at a large European university participated in the survey study. Factor exploratory analysis and structural equation modelling were used to validate the reliability and validity of items and internal causal relations of factors. The results show the survey is a valid and reliable instrument for assessing teachers' digital assessment practice in higher education. Teachers' pedagogical knowledge and pedagogical content knowledge of digital assessment is critical, while teachers' technological pedagogical knowledge seems to have a more limited impact on the future of digital assessment.
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| 15. |
- Viberg, Olga, 1982-, et al.
(författare)
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Privacy in LA Research : Understanding the Field to Improve the Practice
- 2022
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Ingår i: Journal of Learning Analytics. - : Society for Learning Analytics Research. - 1929-7750. ; 9:3, s. 169-182
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Tidskriftsartikel (refereegranskat)abstract
- Protection of student privacy is critical for scaling up the use of learning analytics (LA) in education. Poorly implemented frameworks for privacy protection may negatively impact LA outcomes and undermine trust in the discipline. To design and implement models and tools for privacy protection, we need to understand privacy itself. To develop better understanding and build ground for developing tools and models for privacy protection, this paper examines how privacy hitherto has been defined by LA scholars, and how those definitions relate to the established approaches to define privacy. We conducted a scoping review of 59 articles focused on privacy in LA. In most of these studies (74%), privacy was not defined at all; 6% defined privacy as a right, 11% as a state, 15% as control, and 16% used other approaches to explain privacy in LA. The results suggest a need to define privacy in LA to be able to enact a responsible approach to the use of student data for analysis and decision-making.
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| 16. |
- Viberg, Olga, et al.
(författare)
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Privacy in Learning Analytics Research–Understanding the Field to Improve the Practice
- 2022
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Ingår i: Journal of Learning Analytics. - : Society for Learning Analytics Research. - 1929-7750. ; 9:3, s. 169-182
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Tidskriftsartikel (refereegranskat)abstract
- Protection of student privacy is critical for scaling up the use of learning analytics (LA) in education. Poorly implemented frameworks for privacy protection may negatively impact LA outcomes and undermine trust in the discipline. To design and implement models and tools for privacy protection, we need to understand privacy itself. To develop better understanding and build ground for developing tools and models for privacy protection, this paper examines how privacy hitherto has been defined by LA scholars, and how those definitions relate to the established approaches to define privacy. We conducted a scoping review of 59 articles focused on privacy in LA. In most of these studies (74%), privacy was not defined at all; 6% defined privacy as a right, 11% as a state, 15% as control, and 16% used other approaches to explain privacy in LA. The results suggest a need to define privacy in LA to be able to enact a responsible approach to the use of student data for analysis and decision-making.
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| 17. |
- Yu, Lasheng, et al.
(författare)
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Agent Based Distributed Intrusion Detection System (ABDIDS)
- 2009
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Ingår i: Proceedings of the Second Symposium International Computer Science and Computational Technology (ISCSCT ’09). - Oulu : Academy Publisher. - 9789525726077 - 9789525726084 ; , s. 134-138
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Konferensbidrag (refereegranskat)abstract
- This paper introduce (ABDIDS), a simple pattern attack ontology that allows agent based intrusion detection system to detect network traffic anomalies at a higher level more than most current intrusion detection systems do. The cooperative agent architecture has been presented. It has been shown how some attributes in network communication can be used to detect attacks. Finally, the benefits of using the proposed values in attack pattern Ontology within intrusion detection system have been illustrated.
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| 18. |
- Yu, Lasheng, et al.
(författare)
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Nash Equilibrium : Better Strategy for Agents Coordination
- 2008
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Ingår i: 2008 IEEE Asia-Pacific Services Computing Conference. - : IEEE. - 9780769534732
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Konferensbidrag (refereegranskat)abstract
- Intelligent agents operate in an environment that can be mostly not dynamic. This requires learning by trial and error in order to know better the environment and reach their goals. They also need cooperation among themselves. We use reinforcement learning and game theory techniques to discuss how intelligent agents learn and cooperate. As known, one of the properties of agents is that they are social. They must therefore be cooperative in the social environment where they are. This is possible by learning the environment facts by doing, sharing instantaneous information and learned knowledge. The cooperative agents will perform better than independent agents. What is the advantage of such cooperation? As an example, in this paper we shall especially show how cooperative trading agents can maximize their profits due to a good coordination by playing Nash equilibrium to ensure that each agent chooses the best strategy which gives a good payoff.
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