Privacy in Educational use of Social Media in the U.S.
Michael W. Marek, Wayne State College, United States ; Stan Skrabut, Jamestown Community College, United States
International Journal on E-Learning Volume 16, Number 3, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Few scholarly publications have addressed in detail the question of student privacy when using social media for classroom educational activities. This study combined qualitative and conceptual methodologies to explore the implications of privacy law on learning activities, using the strict Family Educational Rights Privacy Act (FERPA) in the United States as a case in point. The authors used a Google search to find .edu web pages addressing “FERPA” and “social media.” The resulting typology showed few educational institutions addressing privacy in classroom use of social media. A synthesis of 15 themes and notable statements from 208 institutions is provided, along with recommendations for specific guidance that higher education institutions should provide with respect to privacy in classroom use of social media. The authors conclude that the enthusiasm of higher education faculty around the world for the affordances of social media platforms as learning tools versus the limited attention devoted to social media privacy by institutional policy, in the United States at least, appears to represent multiple disconnects between the academic and administrative perspectives.
Marek, M.W. & Skrabut, S. (2017). Privacy in Educational use of Social Media in the U.S. International Journal on E-Learning, 16(3), 265-286. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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