ABSTRACT
Since the proliferation of the Internet as a medium of information, we have witnessed a veritable explosion in online opportunities for learning. To address student demand for accessible course offerings, institutions of higher education have expanded their methods of course delivery from the traditional brick-and-mortar classroom to now include “bricks and clicks” and just “clicks.” As Grant-Davie and Cargile Cook (2005) have noted, technical communication program administrators and designers have been incorporating digital media into content design as quickly as technology has been evolving. However, this trend toward ever-increasing availability of online instruction does pose problems for all stakeholders. We contend that domestic privacy laws such as Canada’s Personal Infor - mation Protection and Electronic Documents Act (PIPEDA), as well as parallel legislation that exists in the broader international community, lacks specificity and stringency. In fact, there is a lack of clarity in terms of protection surrounding the collection and storage of course-based materials, including online discus - sion board content and class recordings. With the legitimate concern of many individuals that their personal privacy be safeguarded, have we established a false sense of security among online users when we offer password-protected sign-ins? Furthermore, because of the cross-border nature of online learning, there is a certain amount of ambiguity regarding the application of regulations and laws. Failure to acknowledge this new reality created by online education in its various forms can pose potential ramifications for how we communicate in a
global and technical world. In this chapter, we explore the underresearched, underacknowledged, and often misunderstood issue of privacy in terms of elec - tronic learning as a medium of education. We discuss how individuals and insti - tutions of higher education should be more attuned and committed to protecting the legal rights of online users. We also offer recommendations and alternatives for consideration. Although privacy is expected, it should not be assumed.
