Higher education institutions are continuing to develop their capacity for learning analytics (LA), which is a sociotechnical data mining and analytic practice. Institutions rarely inform their students about LA practices and there exist significant privacy concerns. Without a clear student voice in the design of LA, institutions put themselves in an ethical grey area. To help fill this gap in practice and add to the growing literature on students’ privacy perspectives, this study reports findings from over 100 interviews with undergraduate students at eight United States highereducation institutions. Findings demonstrate that students lacked awareness of educational data mining and analytic practices, as well as the data on which they rely. Students see potential in LA, but they presented nuanced arguments about when and with whom data should be shared; they also expressed why informed consent was valuable and necessary. The study uncovered perspectives on institutional trust that were heretofore unknown, as well as what actions might violate that trust. Institutions must balance their desire to implement LA with their obligation to educate students about their analytic practices and treat them as partners in the design of analytic strategies reliant on student data in order to protect their intellectual privacy.

中文翻译：

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“我们一直在被跟踪”：与高等教育学习分析相关的学生对隐私的看法

高等教育机构正在继续发展学习分析 (LA) 的能力，这是一种社会技术数据挖掘和分析实践。机构很少将洛杉矶的做法告知学生，并且存在严重的隐私问题。在洛杉矶的设计中没有明确的学生声音，机构将自己置于道德的灰色地带。为了在实践中填补这一空白，并为越来越多的关于学生隐私观点的文献添加进来，本研究报告了对 8 所美国高等教育机构的 100 多位本科生的采访结果。调查结果表明，学生缺乏对教育数据挖掘和分析实践以及他们所依赖的数据的认识。学生们看到了洛杉矶的潜力，但他们就何时以及与谁共享数据提出了微妙的争论；他们还表达了为什么知情同意是有价值和必要的。该研究揭示了迄今为止未知的关于机构信任的观点，以及哪些行为可能会违反这种信任。机构必须平衡他们实施 LA 的愿望和他们的义务，教育学生了解他们的分析实践，并将他们视为设计依赖学生数据的分析策略的合作伙伴，以保护他们的知识隐私。