INTRODUCTION

Learning analytics is based on the idea of using student data to improve students' learning.
The difficulty of privacy becomes apparent when dealing with the topic of gathering and
analysing data on learners . While privacy in learning analytics has become a hot topic,
student viewpoints on the subject have received little attention . Because privacy is so
important to people's liberty, it's an infinite source of fascination and relevance. The
European Union's recent implementation of the General Data Protection Regulation (GDPR)
is a recent manifestation of privacy relevance.

REVIEW OF LITERATURE

The research question of this study is which privacy principles in learning analytics have
been most explored with students at HE Institutions. The aim is to look at the existing work
that takes student's opinions and perception of privacy into consideration. Findings from the
study will be published in the Journal of Educational Technology.

The search, screening, and eligibility process resulted in filtering 153 papers to only 12
papers that fulfil all the criteria. Each paper was analyzed according to: 'Privacy principles
explored', 'Method', 'No of students', 'Country', 'Questions', 'Results regarding privacy',
'Values identified' and 'Empirical results from the perspective of students in HE institutions'
Only 12 of the 153 papers were selected for rapid review because they met the criteria of
being in English, falling in the field of Learning Analytics and being about privacy.

There is a trend of trying to figure out at what costs students are willing to hand out their
data, according to the research. There is scarce research into student's perceptions of privacy
principles in many areas in the world including the Nordic countries, Latin America, Africa,
and Asia. The lack of experience with learning analytics applications is debatably a limitation
to the existing research.

Some papers did not have their main focus on privacy principles, rather it is a bi-product of
the research. Research carried out by WhitelockWainwright et al [14] explored student's
expectations for learning analytics applications. The researchers developed a framework
called Student Expectations of Learning Analytics Questionnaire (SELAQ) to explore
students' expectations for these applications. They also used another framework called
SHEILA which was mentioned in the mapped research by Falcão et al.
CONCLUSION

The adoption of learning analytics in the Higher Education sector is evolving fast, however,
there are many challenges concerning privacy, ethics, security, and transparency. Despite HE
Institutions having promised to improve student's learning experiences through the use of
student data, students, to a large extent, are absent and verily in institutions policies and
frameworks.