  Interactions between lecturers and students are the key to learning in the
higher education environment. In this paper, the investigation pursues two
different contexts to understand these interactions and the impact of anonymity
and privacy in different interactions in the Computer Science (CS) department.
The first context "different interaction between a lecturer and students" is
investigated using phenomenological research approach by interviewing lecturer
in CS ($N_a = 5$). The second context "the significance of anonymity and
privacy in interactions" is investigated using a quantitative and qualitative
questionnaire-based research method using an online student questionnaire ($N_b
= 53$). The study finds a large gap between students' perception of preferred
communication methods and the use of the same communication method. From the
second context study, it is evident that "anonymity and privacy" in online
surveys and module evaluations are preferred by all student participants, thus
supporting diversity and inclusivity.
