—Whereas the growth in global distance and online
education has blossomed, especially with the arrival of massive
open online courses (MOOCs), the same technological
infrastructure permits unprecedented access to knowledge
about students and their behaviors. This knowledge extends far
beyond scores on tests to include the measurement of
noncognitive factors such as persistence, and intrusive metadata
such as geolocation information. Moreover, the growth in the
internet of things (e.g., via smart phones and RFID chips) is
rapidly complexifying the problem of intrusive data collection.
In this paper, we review some of the policy challenges facing
student privacy in online learning.
—Privacy, online, learning, policy.
Anthony Kelly is with the College of Education and Human Development
at George Mason University, USA (e-mail: email@example.com).
Mika Seppala was with the Department of Mathematics at Florida State
University, Tallahassee, FL 32306 USA (e-mail: firstname.lastname@example.org).
Cite: Anthony E. Kelly and Mika Seppälä, "Changing Policies Concerning Student Privacy and Ethics in Online Education," International Journal of Information and Education Technology vol. 6, no. 8, pp. 652-655, 2016.