Assessing learner's privacy behaviors through the lens of gender egalitarianism cultural factor in a blended-learning context: Students' perspective at saudi electronic university

The evolution of blended learning to enrich the learning experience and outcomes presents information privacy challenges for many students. Changes and ambiguity in self-disclosure behavior due to cultural and gender differences intensify these challenges. This paper proposes a study about the moderating effects of the organization's gender egalitarianism level on the relationships between online privacy policy and privacy-related antecedents to form an engaging learning environment that fits all students while minimizing privacy risk of their personal identifiable information. Due to growing concerns about online privacy policy in Saudi Arabia, the study focuses on students at Saudi Electronic University (SEU). A mixed-methods design is proposed to evaluate privacy policy in online-learning environments, as well as to assess students' privacy perspectives. The authors extend prior work by Wu et al. (2012).