Inclusion or Infringement? A Systematic Research Review of Students' Perspectives on Student Privacy in Technology-Enhanced, Hybrid and Online Courses

This systematic review involved reexamining student perceptions of privacy in online, hybrid and technology-enhanced courses. The research questions included identifying key findings from studies on student privacy. The researchers followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology and completed three rounds of searching for studies, including general searches in Academic Search Complete and Education Research Complete and a targeted search using Google Scholar. The inclusion criteria for the studies were as follows: empirical data on privacy from students' perspectives, higher education setting and published in a top 10 educational technology journal. Once the articles were identified, they were screened and coded independently by two reviewers, and discrepancies were resolved through discussion and consensus. A narrative synthesis outlined three key themes from the original studies: privacy comforts, privacy concerns and privacy compromises. The study concluded with a discussion of the current state of knowledge of student privacy in online, hybrid and technology-enhanced courses, highlighting the need for greater focus on the balance of students' privacy and technology integration in higher education.