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Security in E-Learning (Advances in Information Security)
Abstract
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... Now, several advanced services have been introduced widely in the education environment that has fully detained its learning procedures using the web learning progress has consequently induced to a new learning technique and provided equal opportunities to everyone for becoming learners. However, elearning gave the training information transaction and built a new relationship between learners and instructors regardless of learning is the delivery of learning, training based on the use of electronic resources which include computer or electronic devices, especially for offering training, education or learning material (Sung et al., learning increased exponentially and became a popular education manner for schools, universities Qura University, KSA. and businesses (Weippl, 2005 used web applications as the standard to support the popular of online services and evolve the major goal of Internet attacks. Nevertheless, the Internet as a platform to reach all necessary information and knowledge, it also ca location for new ranges of illegitimate activities. ...
... Then, e-learning information must be protected to avoid the loss of its confidentiality, integrity and availability as well as user authentication. Three diverse areas of security can be identified as follows: hardware security, information security and administration security (Weippl, 2005). The first area includes all features of physical security and emanation. ...
... Whereas the last area is related to people tend to neglect technical solutions where personnel and operation security affect this security aspect (Hair et al., 2006). However, computer security deals with the prevention and detection of unauthorized actions can be performed by users of a computer system (Weippl, 2005;Hair et al., 2006) Communication security involves measures and controls implemented to deny unauthorized access to information for ensuring the authenticity of the information transmission. In this work, we addressed focusing on the security services and requirements according to users' behaviors including authentication confidentiality, and integrity as well as availability. ...
The exponential growth of Internet due to the emergence of advanced applications and services has provided significantly enhancement to the educational domain, especially e-learning. Currently, e-learning becomes an attractive educational domain in which the acceptance progress and more people are taking courses based on the use this platform. Principally, e-learning platform uses Internet infrastructure which has become a site for illegal events and actions, particularly exposed to a set of intrusions or threats. Moreover, most of e-learning platforms are made without considering specific security concerns. In this paper, we focused on e-learning environment, such characteristics, development, growth, benefits and challenges. We also argued the use of Technology Readiness Index (TRI) that is widely used for studying the behavior process behind the utilization of technological products and services. The TRI study results prove that there is a necessity for introduction of an advanced security scheme which incorporates users' behaviors and requirements for improving e-learning utilization. For this reason, we develop an innovative security scheme that associates the usae of information service management and a set of new algorithms for providing the security requirements and needs. Finally, we demonstrate that our approach can guarantee the appropriate environment which gives users' satisfaction and acceptance as well as e-leaning platform success.
... E-learning is the provision of a learning, training or education program by electronic resources using computer or electronic devices in other way for offering training, education or learning material [2]. In recent years, e-learning increased exponentially because it became a popular way of learning for schools, universities and businesses, and it [3]. ...
... For this reason, information must be protected for avoiding the loss of its confidentiality, integrity and availability as well as user authentication. Three different areas of security can be identified including hardware security, information security and administration security [3]. The first area comprises all features of physical security and emanation. ...
... Whereas the last area is related to people tend to neglect technical solutions where personnel and operation security affect this security aspect [11]. However, computer secu-rity deals with the prevention and detection of unauthorized actions by users of a computer system [3] [11]. Communication security involves measures and controls implemented to deny unauthorized access to information for ensuring the authenticity of the information transmission. ...
The fast growth of the Internet proposes and offers several new applications and advanced services
that has greatly and quickly innovated the educational environment. The platform of elearning
represents an attractive educational field where the acceptance or utilization progresses
and more and more people are taking courses or training using this technology. Mainly, e-learning
platform exploits Internet infrastructure which became location for illegal events and actions, especially
exposed to several kinds of threats or attacks. Furthermore, most of e-learning platforms
are designed without taking into account security concerns. In this paper, we present e-learning
environment, especially characteristics, development, growth, benefits and challenges. We also
discussed and used TRI (Technology Readiness Index) which is considered a widely accepted metric
for studying the behavior process behind the utilization of technological products and services.
The results of the conducted TRI study demonstrate the need for a security scheme that incorporates
students’ behaviors and requirements for improving e-learning usage. For this, reason, we
develop a new security scheme that combines the use of information service management (ISM)
and a hybrid algorithm for guaranteeing the needed security requirements. Finally, we demonstrate
that our proposal can guarantee the suitable environment which provides students’ satisfaction
and acceptance as well as e-leaning success.
... For all these and similar institutes, e-exam systems are a promise for a better and a cheaper organization and management of tests: e-exams are flexible in where and when exams can be set (Hjeltnes and Hansson, 2005), their test sessions can be easily open to a very large public of candidates and, if the implementation allows automatic marking, their results are immediately available. So far, the main concern about e-exam security has been about student cheating and impersonation (Weippl, 2005). Since such threats mainly come from students, most institutions have arranged invigilated testing. ...
... Related Work: Only a few papers propose e-exam protocols that guarantee some security, mainly under the assumption that some authority is trusted (Huszti and Peth˝ o, 2010;Castelì Roca et al., 2006; HerreraJoancomartí et al., 2004; Bella et al., 2011). Few other works (Giustolisi et al., 2013; Furnell et al., 1998; Weippl, 2005) list some relevant properties for e-exams, yet only informally. Arapinis et al. (Arapinis et al., 2013) propose a cloud-based protocol for conference management system that supports applications, evaluations, and decisions. ...
... We propose a formalization for authentication and privacy properties. They best represent exam security requirements as corroborated by other works (Furnell et al., 1998; Giustolisi et al., 2013; Weippl, 2005). We introduce four authentication properties meant to ensure the associations between the candidate's identity, the answer, and the mark being preserved through all phases. ...
Universities and other educational organizations are adopting computer and Internet-based assessment tools (herein called e-exams) to reach widespread audiences. While this makes examination tests more accessible, it exposes them to new threats. At present, there are very few strategies to check such systems for security, also there is a lack of formal security definitions in this domain. This paper fills this gap: in the formal framework of the applied pi-calculus, we define several fundamental authentication and privacy properties and establish the first theoretical framework for the security analysis of e-exam protocols. As proof of concept we analyze two of such protocols with ProVerif. The first ``secure electronic exam system'' proposed in the literature turns out to have several severe problems. The second protocol, called Remark!, is proved to satisfy all the security properties assuming access control on the bulletin board. We propose a simple protocol modification that removes the need of such assumption though guaranteeing all the security properties.
... E-learning is the delivery of a learning, training or education program by electronic means including the use of a computer or electronic devices in some way to provide training, educational or learning material [2]. Today, E-learning has become a popular way of learning for schools, universities and businesses, it has increased exponentially in recent years [3]. ...
... Information must be protected for avoiding the loss of its confidentiality, integrity and availability. Three different areas of security can be identified including hardware security, information security and administration security [3]. The first area involves all aspects of physical security and emanation. ...
... Techniques such as digital signatures and document watermarking can guarantee these requirements. Computer security deals with the prevention and detection of unauthorized actions by users of a computer system [3,13]. Communication security involves measures and controls implemented to deny unauthorized access to information for ensuring the authenticity of the information interchange. ...
The rapid development of the Internet suggests and
offers a numerous of innovative services and applications that
has profoundly transformed the educational environment. Elearning
infrastructure represents an attractive educational
environment where the popularity growths and more and more
people are taking online courses. However, e-learning
infrastructure is mainly based on the use of the Internet platform
which becomes the location for an advanced set of illegitimate
events and actions, and the e-learning infrastructure is actually
exposed to a many kinds of threats. Moreover, several e-learning
platforms are implemented without considering some security
concerns. In this paper, we present e-learning environment,
especially characteristics, development, growth, benefits and
challenges. We discussed security services and requirements that
need to be implemented in the e-learning platform. We develop a
new approach that combines and correlates security services and
requirements for providing a safer e-learning environment.
Information service management (ISM) is integrated for
reinforcing the security of the e-learning environment which can
be more effective if the security is able to associate the
implemented services and requirements. Finally, we examine the
proposed approach for e-learning infrastructure success.
... Although real-time analytic applications are still in their infancy in the big data era, they represent the strongest trend and most promising direction in health informatics' future (72). 6. Privacy: Data privacy is another major worry for future big data analytics in healthcare informatics (73). Although strong laws control more formalized EHR data, extra attention should be taken and standards should be enforced to regularize the use and dissemination of personal and sensitive information obtained from diverse sources. ...
... Although strong laws control more formalized EHR data, extra attention should be taken and standards should be enforced to regularize the use and dissemination of personal and sensitive information obtained from diverse sources. In addition to data privacy, there are a number of other challenges, like as data protection, data security, data safety, and the protection of doctors from liability resulting from manipulated data, that necessitate the use of specialized big data analytics to address these complicated constraints (73,74). 7. Visualization: The visualization of healthcare data is crucial for exploratory or discovery analytics, which aim to investigate and discover elements that are hidden or encrypted in the data (75). ...
In the current scenario, with a large amount of unstructured data, Health Informatics is gaining traction, allowing Healthcare Units to leverage and make meaningful insights for doctors and decision-makers with relevant information to scale operations and predict the future view of treatments via Information Systems Communication. Now, around the world, massive amounts of data are being collected and analyzed for better patient diagnosis and treatment, improving public health systems and assisting government agencies in designing and implementing public health policies, instilling confidence in future generations who want to use better public health systems. This article provides an overview of the HL7 FHIR Architecture, including the workflow state, linkages, and various informatics approaches used in healthcare units. The article discusses future trends and directions in Health Informatics for successful application to provide public health safety. With the advancement of technology, healthcare units face new issues that must be addressed with appropriate adoption policies and standards.
... Related studies on managing e-learning environments and 3D MULE emphasise the policy based approaches. In [14], Weippl elaborated the importance of using policies for e-Learning security and management. In his work, a strategy on using roles and use cases of e-learning systems were used. ...
... 2 [1]. Self-regulatory learning has been widely practiced in traditional and e-learning environments and found in many previous studies, such as [39, 40] and [41]; system environment management has been identified essential for e-learning [14] and 3D MUVE [12] [42] during the previous studies. Therefore, the selection of these two factors has been further validated by the related work. ...
3D Multi User Virtual Environments (3D MUVE), or commonly known as 3D virtual worlds, have shown proven success in enhancing the present teaching and learner support methodologies. Integrated educational environments that are formed using 3D MUVE can be referred as 3D Multi User Learning Environments (3D MULE). The intrinsic rich and dynamic features of 3D virtual worlds can sufficiently increase the student engagement with the learning tasks in 3D MULE. However, with the facilitation for diverse learning activities, 3D MULE can introduce a new set of challenges for the teachers and students; therefore, suitable management strategies for 3D MULE can be essential for success. In this research, we have proposed a framework for managing 3D MULE using policy considerations and a guidance tool to facilitate policy implementations. This paper presents the evaluation of the proposed strategies for making policy considerations to manage 3D MULE and the developed user guidance tool. To increase the accuracy while evaluating for real educational uses, we selected a teaching and training environment in use as the case study. This case study, a 3D MULE supported learning aid for humanitarian disaster management, provided valuable and supportive feedback to validate the completed work while shaping the orientation of the future research on facilitating 3D MULE management.
... (Purnell, et al., 1998;Purnell, et al.,1999;El-Khatib, et al.,2003;Weippl, 2005 (Boyle, 2005;James, et al., 2002;Jisc, 2010 (Srivastava, et al., 2021, Raghu, et al., 2021, Hietanen, 2021 ...
... Although a discussion about security in e-exams has recently gained attention, the topic is not new and has been researched before. For a fairly extensive list of requirements for e-exams, we refer the reader to (Giustolisi, 2018); for a brief account, we recall that security requirements for e-exams have been informally expressed in (Weippl, 2005;Furnell et al., 1998), while (Dreier et al., 2014) defines a formal framework in the applied π-calculus to specify and analyze authentication and privacy in e-exams; in addition, the authors define and show how to prove a set of verifiability properties for exams (Dreier et al., 2015). In a similar domain, that of computer-supported collaborative work, (Foley and Jacob, 1995) formalizes confidentiality, proposing exams as a case study. ...
We study coercion-resistance for online exams. We propose two properties, Anonymous Submission and Single-Blindness which, if hold, preserve the anonymity of the links between tests, test takers, and examiners even when the parties coerce one another into revealing secrets. The properties are relevant: not even Remark!, a secure exam protocol that satisfied anonymous marking and anonymous examiners results to be coercion resistant. Then, we propose a coercion-resistance protocol which satisfies, in addition to known anonymity properties, the two novel properties we have introduced. We prove our claims formally in ProVerif. The paper has also another contribution: it describes an attack (and a fix) to an exponentiation mixnet that Remark! uses to ensure unlinkability. We use the secure version of the mixnet in our new protocol.
... Security measures can promote trust among teachers, students and institution preventing from illegitimate behaviours and incrementing the quality of assessment. Security measures can be defined as learner's authentication on a system when performing or submitting a learning activity, the verification of the authorship of the activity, and the system's protection over the integrity of a submitted activity [5,7]. ...
As the virtualisation of Higher Education increases, a challenge is growing regarding the use of reliable technologies in blended and on-line learning. Continuous evaluation is being combined with final face-to-face examinations aiming to ensure students’ identity. This collides with some universities’ principles, such as: flexibility, mobility or accessibility. Thus, it is necessary to develop an e-assessment system to fully virtually assess students and to help teachers to prevent and detect from illegitimate behaviours (i.e. cheating and plagiarism). The TeSLA project (An Adaptive Trust-based e-assessment System for Learning) is developing the above-mentioned system. During the last eight months the project has been defined in terms of: organisation, pedagogy, privacy and ethics, technologies, quality, and pilot design and evaluation. Currently, the first of the three oncoming pilots is starting.
... E-Learning is moving toward open standards. (Weippl, 2005) General elements required for e-learning (Barone, 2009) Content Learning content comes primarily, the knowledge to deliver is the main focus and it guide the method of delivery (for example mathematic course is not like history course) ...
This chapter investigates the problem of secure e-learning and the use cryptography algorithms as tools to ensure integrity, confidentiality, non-reputations, authentication, and access control to provide secure knowledge delivery, secure student feedback, and secure assessments. Providing privacy in e-learning focuses on the protection of personal information of a learner in an e-learning system, while secure e-learning focuses on complete, secure environments to provide integrity, confidentiality, authentication, authorization, and proof of origin. The secure e-learning system and the use of cryptography is the main theme of this chapter. In addition, the authors present a new cryptograph e-learning model based on PKI and cryptography access control. The model is based on creating secure shell system based on PKI, and each adding block has to certified itself to be assessable.
... In this context, we define this term as how the student is authenticated on the system when a learning activity is performed or submitted, how the authorship of the activity is verified, and how the system protects the integrity of submitted activities. These security requirements have been previously considered in [5], trying to cover all possibilities of cheating. However, the counter-measures to mitigate these issues are not always easy to implement. ...
Even though online education is a very important pillar of lifelong education, institutions are still reluctant to wager for a fully online educational model. At the end, they keep relying on on-site assessment systems, mainly because fully virtual alternatives do not have the deserved social recognition or credibility. Thus, the design of virtual assessment systems that are able to provide effective proof of student authenticity and authorship and the integrity of the activities in a scalable and cost efficient manner would be very helpful. This paper presents ValID, a virtual assessment approach based on a continuous trust level evaluation between students and the institution. The current trust level serves as the main mechanism to dynamically decide which kind of controls a given student should be subjected to, across different courses in a degree. The main goal is providing a fair trade-off between security, scalability and cost, while maintaining the perceived quality of the educational model.
... In previous research [15] we argued that traditional security approaches when applied to the design of most advanced elearning systems do not provide the necessary security requirements to guarantee that all supported learning processes are developed correctly and in a reliable way. Moreover, according to [16], the value of e-learning components has to be adequately protected from unauthorized use and modification, without preventing students from using it in a flexible way. To this end, an innovative approach of Secure Learning Management Systems (SLMS) was proposed based on security properties, attacks and Public Key Infrastructure (PKI) solutions [17], [18]. ...
Despite the vertiginous growth and fast development of Massive Open Online Courses (MOOC) over the last two years, there exist still relevant drawbacks that impede MOOCs to prove their actual potential for education. Among these drawbacks, we investigate the lack of provision of Information Security to MOOC, with regards to anomalous user authentication, which cannot verify the actual student's identity to meet grading requirements as well as satisfy accrediting institutions. In order to overcome this issue, we propose a global user authentication model called MOOC-SIA.
... These emphasise the importance of security management practices in virtual learning. Weippl in his book on e -Learning security, has also considered an extensive set of factors and use cases for e- Learning security management [16]. Therefore, to formulate sustainable security management models for 3D MUVE learning environments, we have to consider these different security management aspects while preserving our focus on possible security issues for 3D MUVE based learning. ...
This paper presents research in progress about security management in learning processes situated in 3 Dimensional Multi User Virtual Environments (MUVE). While there is considerable interest throughout academia in using such MUVE for education, academics are experiencing many challenges in exploring various possible use-cases. Awareness of the security challenges associated with learning in 3D MUVE helps to formulate sustainable and reliable learning activities, as well as in designing security solutions for those challenges. Moreover, the effective approaches to manage user identities, access rights, and learning content ownership helps to address most of the security, privacy, and trust issues within a virtual learning environment. Therefore, with the emphasis on those key issues, this paper initiates a discussion of the security issues in 3D MUVE based learning from our experiences.
... ssible use cases could have resulted in such observation, through poor collaboration and irrational learning methods, due to overwhelming technology perception of the users. Moreover, technological limitations to provide learning content and activities in rich formats with 3D support can play a significant role for a failure of a learning activity. Weippl (2005) has also considered an extensive set of factors and use cases for e-Learning security management, which has been used for this analysis in a blended approach. Rich collaboration and user friendliness are expected norms on multiple platforms in blended learning (Brenton, 2009). Blended learning refers to instructional approaches with mul ...
Virtual learning has already become a mainstream educational methodology, making academic institutions to use a variety of virtual learning techniques with different scales to fulfil their requirements. E-Learning is the major form of virtual learning methodology, which has been widely used to improve the learning processes, ranging from primary education to university and research based education. However, there have been strong criticisms on the e-Learning competence to cater for societal and human needs within the context of learning, backed with behavioural, cultural, and pedagogical constraints. 3D Multi User Virtual Environments (MUVE) show a promising future as better platforms for diverse virtual learning activities, in which some of those would not have been possible with existing methods, including e-Learning. Despite being used as dynamic and engaging environments for learning, 3D MUVE are also capable of complementing blended learning methods with collaboration. However, the present use cases of learning in 3D MUVE are not well defined, and educationalists tend to practice and expect the exact e-Learning use cases in 3D MUVE, creating inconsistencies and loosing the significance of 3D MUVE for learning. This paper proposes a novel approach to consider effective 3D MUVE learning use cases. The use case analysis has been done on a blended perspective of virtual learning. Moreover, the paper critically argues about ineffective learning activities in 3D MUVE that are better off with e-Learning. Security management models for learning in 3D MUVE will be developed based on this use case analysis as the future work of this research.
... Restricting access to any information and controlling the use of it are basic security requirements usually implanted in a process referred to as AAA: Authentication, Authorization and Auditing (Weippl, 2005). Authentication. ...
Wikis are powerful, collaborative tools and can be used for educational purposes in many ways. The original idea of a Wiki is to make information accessible to all. However, it is very interesting that experiences in the use of Wikis in educational settings showed that security and data protection of wiki contents is definitely an issue. In this paper, we discuss problems and solutions on the basis of use cases from archaeological education. Interestingly, archaeologists are extremely worried about online accessible information due to the serious danger of archaeological looting. “Tomb raiders”, i.e. people who excavate artefacts of cultural heritage on the basis of information stored in Geowikis, so called archaeological looters, are not aware of the value of cultural heritage, are interested only in the artefacts and destroying the cultural context, which is of enormous interest for archaeological research. Consequently, the protection of archaeological information is one of the most urgent tasks in the preservation of cultural heritage.
We study coercion-resistance for online exams. We propose two new properties, Anonymous Submission and Single-Blindness which preserve the anonymity of the links between tests, test takers, and examiners even when the parties coerce one another into revealing secrets. The properties are relevant: not even Remark!, a secure exam protocol that satisfies anonymous marking and anonymous examiners, results to be coercion resistant. Then, we propose a coercion-resistance protocol which satisfies, in addition to known anonymity properties, the two novel properties we have introduced. We prove our claims formally in ProVerif. The paper has also another contribution: it describes an attack (and a fix) to an exponentiation mixnet that Remark! uses to ensure unlinkability. We use the secure version of the mixnet in our new protocol.
While providing several benefits of e-Learning, different organizers and the technology group are facing several challenges like configuration, security issues and standard framework etc. Researchers are also discussing many ways regarding security implementation issues or secured framework for e-Learning system. Considering Object Oriented Approach (OOA), Digital Right Management (DRM) and access control, Cryptographic Security Algorithm (CSA), we have provided an idea for designing the Secure e-Learning Framework (SeLF), which will be encouraging to implement for the next generation of learning system.
Nowadays, students can be assessed not only by means of pencil-and-paper tests, but also by electronic exams which they take in examination centers or even from home. Electronic exams are appealing as they can reach larger audiences, but they are exposed to new threats that can potentially ruin the whole exam business. These threats are amplified by two issues: the lack of understanding of what security means for electronic exams (except the old concern about students cheating), and the absence of tools to verify whether an exam process is secure. This paper addresses both issues by introducing a formal description of several fundamental authentication and privacy properties, and by establishing the first theoretical framework for an automatic analysis of exam security. It uses the applied -calculus as a framework and ProVerif as a tool. Three exam protocols are checked in depth: two Internet exam protocols of recent design, and the pencil-and-paper exam used by the University of Grenoble. The analysis highlights several weaknesses. Some invalidate authentication and privacy even when all parties are honest; others show that security depends on the honesty of parties, an often unjustified assumption in modern exams.
Except for the traditional threat that candidates may want to cheat, exams
have historically not been seen as a serious security problem. That threat is
routinely thwarted by having invigilators ensure that candidates do not
misbehave during testing. However, as recent exam scandals confirm, also
invigilators and exam authorities may have interest in frauds, hence they may
pose security threats as well. Moreover, new security issues arise from the
recent use of computers, which can facilitate the exam experience for example
by allowing candidates to register from home. Thus, exams must be designed with
the care normally devoted to security protocols.
This dissertation studies exam protocol security and provides an in-depth
understanding that can be also useful for the study of the security of similar
systems, such as personnel selections, project reviews, and conference
management systems. It introduces an unambiguous terminology that leads to the
specification of a taxonomy of various exam types, depending on the level of
computer assistance. It then establishes a theoretical framework for the formal
analysis of exams. The framework defines several authentication, privacy, and
verifiability requirements that modern exams should meet, and enables the
security of exam protocols to be studied. Using the framework, we formally
analyse traditional, computer-assisted, and Internet-based exam protocols. We
find some security issues and propose modifications to partially achieve the
desired requirements.
This dissertation also designs three novel exam protocols that guarantee a
wide set of security requirements.
Finally, this dissertation looks at exams as carried out through modern
browsers. We advance a formal analysis of requirements that are not only
logically conditioned on the technology but also on user actions. We conclude
with best-practice recommendations to browser vendors.
The advancement of computer and Internet technologies have brought teaching and learning activities to a new dimension. Learners were virtually moved out from their classrooms to a new learning environment where learning contents and materials were delivered electronically. This new environment, which is called e-learning environment uses the web and other Internet technologies to enhance teaching and learning experience. The success and failure of any e-learning system fall on how secure the system is. Security of an e-learning system is very important so that the information contained in the system is not compromised. However no matter how secure an e-learning system is the security threats always fall on human factor. Human is identified as the weakest link in information security and lack of security awareness such as password sharing will compromise the security of e-learning system. This paper studies the awareness level in information security among e-learning users, particularly students at Higher Education Institution. The study focuses on evaluating awareness level, perception and behavior of e-learning users from International Islamic University Malaysia. Results of this study helps the university authority in preparing effective and specific awareness program in e-learning security for their students.
The purpose of this paper is to investigate and define the information security threats within an e-learning environment. A threat analysis has been conducted for each application in the managed learning environment (MLE) system used in the case of e-learning. Furthermore, the threats analysis was conducted according to the approach adapted by Microsoft. The findings of this study are a list of information security threats on a per-application basis used in e-learning, and a matrix of threats' risks for e-learning. This study focuses on vulnerabilities in relation to the application system and does not cover the vulnerabilities in terms of host and network in e-learning. Thus, this study reveals the information security threats specifically for applications in e-learning environment. The practical implication of the results of the threats analysis can be used as guide for e-learning providers in terms of implementing e-learning security strategy. The results can also act as a guide for e-learning users with the purpose of increasing their awareness with regard to the potential threats within the e-learning environment. This paper is innovative in the area of information security research, as it highlights details of information security threats in the case of e-learning.
This paper presents a study on information security considerations in mobile collaborative learning and how security plays a significant role in the design and implementation processes of e-Learning in general and collaborative learning in particular. Recent mobile technological advances offer further opportunities for these educational paradigms to be greatly exploited. In this context, over the last years, there has been an increasing attention and demand of new requirements related to information security, becoming a key requirement in e-Learning systems. However, the development of mobile supported collaborative learning guided by security as a key and transverse factor has been, to the best of our knowledge, little investigated. In order to improve collaborative learning security when adopting mobile learning models, we have investigated new security approaches, which may be applied in this context. To reach this goal, this paper provides firstly an overview of secure learning management systems, inspecting which are the most relevant factors to consider, and connecting this approach to specific aspects for mobile collaborative learning. Then, we report on real-life experience in security attacks in m-Learning showing a practical perspective of the learning management system vulnerabilities. From this experience and considerations, finally, the main guidelines for the design of security solutions applied to improve mobile collaborative learning are proposed.
With the augmented use of Learning Management Systems (LMS) like Moodle, the demand to perform exams online is higher than ever. Providing a dedicated exam room with up to hundreds of computers is a possible but very expensive solution. However, performing exams on student laptops increases the number of simultaneous exams but also the possibility for cheating. This paper describes the “Secure Exam Environment” (SEE) implemented at the AAUK to support exams based on Moodle to be held on student laptops without access to local files or the Internet. Additional programs like Excel or Java applications can be installed and used during the exams.
In previous work [27], the authors proposed an E-University but they did not take into account some essential parts. In this paper, the system presented in [27] is modified and developed. New critical important items such as security in E-Learning, learning management, business continuity management and science park are added to the proposed university. According to the great development of IT, the current Web-based learning systems need to be as effective as human tutors. Recently, intelligent agents became one of the most interesting subjects of modern information technology. Agent-based technology has been taken as an important approach for developing advanced E-Learning systems. This paper presents architecture for implementing a multi-agent system within the context of a learning environment. The roles of intelligent agents within an E-Learning system, called E-University, are presented. The agents perform specific tasks on the behalf of students, professors, administrators, and other members of the university. Also a group of intelligent agents for learning activities such as user interface agents, task agents, knowledge agents and mobile agents is developed. Using the multi-agent technology in E-Learning system, gives user interaction facility to both users and designers, and adds ability to exchange information between different objects in a flexible way.
One of the most effective applications of Information and Communication
Technology (ICT) is the emergence of E-Learning. Considering the importance and
need of E-Learning, recent years have seen a drastic change of learning
methodologies in Higher Education. Undoubtedly, the three main entities of
E-Learning system can be considered as Student, Teacher & Controlling Authority
and there will be different level, but a good E-Learning system needs total
integrity among all entities in every level. Apart from integrity enforcement,
security enforcement in the whole system is the other crucial way to organize
the it. As internet is the backbone of the entire system which is inherently
insecure, during transaction of message in E-Learning system, hackers attack by
utilising different loopholes of technology. So different security measures are
required to be imposed on the system. In this paper, emphasis is given on
different risks called e-risks and their remedies called e-remedies to build
trust in the minds of all participants of E-Learning system.
E-learning system is a web-based system which is exposed to computer threats. Services or asset of the e-learning system must
be protected from any computer threats to ensure the users have peace of mind when using it. It is important to identify
and understand the threats to the system in order develop a secure system. The main objectives of this paper are to discuss
the computer security threats towards the e-learning system assets and to study the six categories of computer security threats
to the e-learning assets. The activities which involve the e-learning assets will be analyzed and evaluated using the STRIDE
model. The results show that the e-learning system assets are exposed to threats on availability, integrity and confidentiality
.Our findings also show that the high risk assets are assessment and students’ assessment marks.
With the advent of Internet and World Wide Web (WWW) technologies, distance education (e- learning or Web-based learning) has enabled a new era of education. There are a number of issues that have significant impact on distance education, including those from educational, sociologi- cal, and psychological perspectives. Rather than attempting to cover exhaustively all the related perspectives, in this survey article, we focus on the technological issues. A number of technology issues are discussed, including distributed learning, collaborative learning, distributed content management, mobile and situated learning, and multimodal interaction and augmented devices for e-learning. Although we have tried to include the state-of-the-art technologies and systems here, it is anticipated that many new ones will emerge in the near future. As such, we point out several emerging issues and technologies that we believe are promising, for the purpose of highlighting important directions for future research.
Students use the Net as a primary source of information, usually with little or no regard as to the accuracy of that information.
For a variety of advantages, universities and other organizations are resorting to e-learning to provide instruction on-line. While many advances have been made in the mechanics of providing on-line instruction, the needs for privacy and security have to-date been largely ignored. This paper examines privacy and security issues associated with e-learning. It presents the basic principles behind privacy practices and legislation. It investigates the more popular e-learning standards to determine their provisions and limitations for privacy and security. Privacy requirements for e-learning systems are explored with respect to the “Privacy Principles.” The capabilities of a number of existing privacy enhancing technologies, including methods for network privacy, policy-based privacy/security management, and trust systems, are reviewed and assessed.
The first part of the article is based on a book "The Challenges of lCT in Finnish Education" (Sinko&Lehtinen, 1999). That book describes results' of national research about ICT in Finnish education. The project was divided into five sub-projects: universities (two sub-reports) edited by Jarmo Viteli; kindergartens and institutions of general and vocational education edited by Liisa Huovinen with the assistance of many reporters'; lifelong learning, edited by Irene Hein; digital learning materials, written by Pekka Lehti& This article, which is aimed at an international readership, is based on the material of the whole project. The second part is introduction about relearning (mobilelearning ). Finland has been called the "experimental laboratory of information society and mobile communication" and as such it provides an interesting test case for exploring the use of information and communications technologies in education. The first results' of relearning activities will be available at December 2000.
Studying cryptanalysis is dicult because there is no standard textbook, and no way of knowing which cryptanalytic problems are suitable for dierent levels of stu- dents. This paper attempts to organize the existing literature of block-cipher cryptanal- ysis in a way that students can use to learn cryptanalytic techniques and ways to break new algorithms.