Students’ lack of understanding about data collection in LMSs reflects a broader phenomenon called “information flow solipsism.” This concept describes situations where users understand the basics of how a platform (like an LMS or social media site) works but don’t fully understand the technical and social aspects of the platform operating in the background. We believe this idea is important for understanding student privacy; that is, students cannot adequately protect their privacy if they do not fully understand which data are collected and how they are used. 

We investigated undergraduate students’ awareness of Canvas’s data collection, focusing on how their understanding of data flows impacts privacy. More specifically, we surveyed 591 undergraduate students at a large southeastern research university, asking what they knew about Canvas’s data collection practices and which Canvas users (teachers, students, etc.) can access which data. 

Key Findings 

Students showed that they understood that Canvas collects types of data related to higher education, such as student names, grades, and assignments. However, students were less aware that Canvas also collects more technical data, including browser settings, operating systems, and location when accessing content. This suggests that students may not be fully aware of the extent of data collection happening behind the scenes. 

Students’ answers also suggested that they did not understand different user roles in Canvas or which data those roles had permission to access. For instance, only a small percentage of students recognized that an observer (someone assigned to monitor an individual student’s progress in a class) or designer (someone who designs an online course but may not teach or grade it) could be assigned to their courses, even though those individuals may have access to certain student data. 

Canvas advertises its analytics features, which look for patterns in the data it collects to draw conclusions about students or produce reports for instructors. While analytics may be attractive to universities and instructors, we found that students did not understand the nuances of those features, especially when it came to their capabilities and limitations. For example, some students falsely believed that Canvas could compare student grades to social media activity or would inform instructors about student performance across different courses. This misunderstanding of analytics capabilities further underscores the need for improved data education among students. 

Our survey also showed a disconnect between how students understand “participating” in an online course and how Canvas defines and measures participation. Students correctly identified activities like submitting assignments and posting discussion comments as forms of participation tracked by Canvas. However, they were less sure about activities like opening Canvas or joining a Zoom meeting; while these may be described informally as “participation,” Canvas does not consider them as such. This disconnect is significant because Canvas uses its technical definition of “participation” to generate analytics and reports for instructors, which can impact student grades and evaluations. 

The results of our survey illustrate the importance of critical data education within universities. While universities typically already provide access to technical documentation about Canvas, they have a responsibility to go further by actively educating students about data collection practices, the implications for their privacy, and how they can be more active agents in managing their data. This education should address not only the specifics of Canvas but also broader data literacy skills that can help students navigate similar privacy concerns in other online platforms and contexts. 

By promoting critical data education and transparent data practices, universities can foster a more ethical and privacy-conscious learning environment where students are empowered to make informed decisions about their data and participate more actively in the learning analytics process. 

Call to Action 

Our call to action is for universities and instructors to take responsibility for educating students about data collection and usage in Canvas and beyond: 

Confront their own information flow solipsism: Both instructors and universities should develop a deeper understanding of how Canvas functions and what it collects, going beyond surface-level familiarity. Students may pay the price when universities misunderstand their own software. 

• Provide explicit critical data education: Universities must actively educate students on data privacy, the scope of data collection within Canvas (and other LMSs), and how the platform’s analytics features work. This education should empower students to be active participants in the learning analytics process, rather than passive subjects of data collection. 

• Promote broader data literacy and privacy awareness: Education should extend beyond Canvas to address broader concerns about data literacy and privacy awareness in various digital contexts. Students need the skills to critically evaluate data collection practices and protect their privacy in an increasingly data-driven world. 

• Increase transparency in data collection and learning analytics: Universities and instructors must be transparent about how student data is collected, analyzed, and used in Canvas. They should clearly communicate the purposes of learning analytics and involve students in developing policies that protect their privacy. 

We believe that universities’ ultimate goal must be to foster a culture of data awareness and empower students to be informed, active participants in their digital learning environments. By addressing knowledge gaps and promoting transparency, universities can build trust and ensure the ethical and responsible use of learning technologies. 

As educators, we are preparing students for a data-driven world. This means giving them knowledge and skills to understand and navigate digital platforms responsibly, both within and beyond their academic journey.

This article is a “translation” of: Dowell, M. L., & Greenhalgh, S. P. (2025). Information flow solipsism in canvas: An exploration of student privacy awareness. The Internet and Higher Education, 65. https://doi.org/10.1016/j.iheduc.2024.100989