Dimensions of privacy and its implications for learning analytics. Preliminary insights from/for African higher education

ABSTRACT

This paper delves into dimensions of privacy within the African context, especially in relation to Learning Analytics (LA) in higher education. It highlights how prevailing notions of privacy, influenced by Global North perspectives, may not fully encapsulate the cultural and contextual nuances in Africa. Through phenomenological interpretive research, the study gathers insights from 13 African higher education experts, revealing that African understandings of privacy are complexly interwoven with factors like colonial history, culture, religion, and education. The findings challenge the universality of current privacy notions, suggesting that African perspectives offer a more diversified view that intertwines individual and communal aspects. This research underscores the need for contextually sensitive approaches to student data privacy in LA, particularly as African higher education increasingly digitises. The paper concludes with implications for developing inclusive, culturally aware privacy standards in LA, contributing to a more nuanced global understanding of privacy in the digital age.

KEYWORDS:

• Africa
• consent
• privacy
• learning analytics

Acknowledgement

The authors would like to acknowledge the input and guidance received from the reviewers.

Disclosure statement

No potential conflict of interest was reported by the author(s).