Exploring the experiences and concerns about privacy and security in online teaching by students and teachers in the United Kingdom and Kingdom of Saudi Arabia

dc.contributor.advisorPetrie, Helen
dc.contributor.authorAlmekhled, Basmah Fahad
dc.date.accessioned2025-09-08T09:32:01Z
dc.date.issued2025
dc.descriptionمع التحية، أرفق لسيادتكم ضمن هذا الطلب الجديد: نسخة من الرسالة العلمية. خطاب رسمي من الجامعة يؤكد منح الدرجة العلمية. راجية التكرم باعتماد الطلب. وتفضلوا بقبول فائق الاحترام
dc.description.abstractThis research programme investigated experiences of online teaching and related privacy and security concerns before and since the pandemic among HEI students and teachers in the United Kingdom (UK) and the Kingdom of Saudi Arabia (KSA). As there is little cross-cultural research on these issues, five studies were conducted to explore them. Studies 1 and 2 were online surveys with students. UK students reported difficulties due to the pandemic with practical, interaction, and social isolation. In contrast, KSA students reported difficulties with focus, engagement, and technical issues. UK students used webcams selectively, whereas KSA students reported little use. Privacy and security concerns were low among UK students but moderate among KSA students. Studies 3 and 4 were online surveys with teachers. UK teachers struggled with students not using their webcams during online teaching, whereas KSA teachers faced communication and assessment issues. Both groups reported difficulties with student engagement. KSA teachers reported low webcam use, whereas UK teachers reported high use. Privacy and security concerns were low among UK teachers but moderate among KSA teachers. Study 5, a field study in a KSA HEI, found neither students nor teachers used webcams in teaching. Students cited flexibility, distractions, and privacy concerns, whereas teachers cited distractions and security concerns. Students reported high levels of privacy concerns about their institutions but only moderate concern about teachers and classmates. Complex relationships were found between students’ online privacy, security concerns and trust. Studies 6 and 7 were online surveys which explored KSA and UK HEI teachers experiences and attitudes in more detail. Both groups valued webcam use for engagement, but UK teachers felt self-conscious and struggled with students' webcams presence, while KSA teachers had privacy, security and cultural concerns. Both groups were uncertain about institutional webcam policies and expressed limited satisfaction with privacy and security guidelines. These findings highlight the need to address webcam use and privacy and security concerns in online teaching in relation to cultural and educational contexts.
dc.format.extent314
dc.identifier.citationAlmekhled, Basmah Fahad (2025) Exploring the experiences and concerns about privacy and security in online teaching by students and teachers in the United Kingdom and Kingdom of Saudi Arabia. PhD thesis, University of York.
dc.identifier.urihttps://hdl.handle.net/20.500.14154/76363
dc.language.isoen
dc.publisherSaudi Digital Library
dc.subjectPrivacy
dc.subjectSecurity
dc.subjectTrust
dc.subjectOnline Teaching
dc.subjectWebcam Use
dc.subjectHigher Education
dc.subjectCultural Differences
dc.subjectUK
dc.subjectKSA
dc.subjectStudent Attitudes
dc.subjectTeacher Attitudes
dc.subjectInstitutional Policy
dc.subjectCross-Cultural Study
dc.titleExploring the experiences and concerns about privacy and security in online teaching by students and teachers in the United Kingdom and Kingdom of Saudi Arabia
dc.typeThesis
sdl.degree.departmentComputer Science
sdl.degree.disciplineComputer Science
sdl.degree.grantorUniversity of York
sdl.degree.namePhD

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