User Security in e-Learning System

Aldheleai, Hassan Faisal; Bokhari, Mohammad Ubaidullah; Hamatta, Hatem S. A.

doi:10.1109/csnt.2015.113

Cited by 4 publications

(5 citation statements)

References 14 publications

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“…(1) Data privacy and Protection of the User, (2) Cybersecurity and hacking risks, (3) Ensuring secure payment methods, (4) Protecting against malicious software and viruses, (5) Authentication and access control, (6) Confidentiality of student information, (7) Compliance with regulations such as GDPR, (8) Securing online exams and assessments, (9) Ensuring the privacy of communication between learners and Instructors, (10) Regular security updates and monitoring.…”

Section: Introductionmentioning

confidence: 99%

“…The amount of information saved on social networks is appealing to attackers who can exploit this information to cause devastating effects on someone's life globally. Therefore, it is crucial to protect users' information and ensure their safety on these platforms [5]. The Internet for educational purposes can have devastating effects on mental, social, physical, economic, and personal health.…”

Section: Introductionmentioning

confidence: 99%

“…This model should outline the roles of key components (e.g., Alice, Bob, and Eve in the context of ANC) and detail the process through which security can be enhanced. (5) To Evaluate the Effectiveness of ANC in Securing E-learning Environments: Through simulation or empirical study, assess the efficacy of the proposed ANC model in mitigating identified cyber threats. This objective includes analyzing the strengths and limitations of ANC in real-world e-learning scenarios and suggesting improvements.…”

Section: Introductionmentioning

confidence: 99%

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Cruciality of securing user data due to increasing Digital Learner traffic over the Internet using Adversarial Neural Cryptography

Basil Hanafi

2024

jes

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In recent years, the whole globe has been afflicted with a devastating viral virus known as COVID-19 that has interrupted the operations of every organization. COVID-19 has significantly impacted education, causing it to struggle to function as smoothly as before. However, it has also ushered in a new era of e-learning, necessitating the provision of suitable facilities for users and learners. The growing number of users has led to an increase in digital threats to vulnerable systems on the widespread web of devices. The need for more diverse, versatile, and robust techniques is rising day by day, and Adversarial Neural Cryptography has the potential to be in the Line. The notions of Machine Learning and Digital Securities are being implemented in numerous manners for which ANC can perform the role of new technology to secure communication lines of a Digital learner from several learning platforms over the Cloud. This paper explores the possible threats, reasons, and potential steps taken to secure the user of the Digital Learning Platforms by various organizations. In extension to this, the concept of Adversarial Neural Cryptography is also introduced in the light of E-Learning Platforms with a conceptual model to secure communication.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Cruciality of securing user data due to increasing Digital Learner traffic over the Internet using Adversarial Neural Cryptography

Basil Hanafi

2024

jes

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“…In addition to privacy issues, security has become an important factor as online teaching methods enable students to connect, edit, exchange, and study using similar data sources. Therefore, it is important to provide data and facilities only to authorized users and protect the confidentiality, availability, and integrity of the online teaching system for such users (Aldheleai et al, 2015). An online teaching system should not put the student's data at risk and should be sufficiently secure (Zhang and Nunamaker, 2003).…”

Section: Introductionmentioning

confidence: 99%

Security and privacy in online teaching during the COVID-19 pandemic: experiences and concerns of academics in Saudi higher education

Almekhled,

Petrie

2024

JIDT

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PurposeThis study investigated the attitudes and concerns of Saudi higher educational institution (HEI) academics about privacy and security in online teaching during the COVID-19 pandemic.Design/methodology/approachOnline Questionnaire questionnaire was designed to explore Saudi HEI academic’s attitudes and concerns about privacy and security issues in online teaching. The questionnaire asked about attitudes and concerns held before the pandemic and since the pandemic. The questionnaire included four sections. At the beginning of the questionnaire, participants were asked what the phrase “online privacy and security” meant to them, to gain an initial understanding of what it meant to academics. A definition for what we intended for the survey was then provided: “that a person’s data, including their identity, is not accessible to anyone other than themselves and others whom they have authorised and that their computing devices work properly and are free from unauthorised interference” (based on my reading of a range of sources, e.g. Schatz et al., 2017; Steinberg, 2019; NCS; Windley, 2005). This was to ensure that participants did understand what I was asking about in subsequent sections.FindingsThis study investigated the attitudes and concerns of Saudi HEI academics about privacy and security in online teaching during the COVID-19 pandemic. The findings provide several key insights: Key aspects of online privacy and security for Saudi HEI academics: Saudi HEI academic’s notion of online privacy and security is about the protection of personal data, preventing unauthorized access to data and ensuring the confidentiality and integrity of data. This underscores the significance of robust measures to safeguard sensitive information in online teaching, but also the need to make academics aware of the other aspects of online privacy and security. Potential to improve policies and training about online privacy and security in Saudi HEIs: Although many participants were aware of the online privacy and security policies of their HEI, only a small percentage had received training in this area. Thus, there is a need to improve the development and dissemination of policies and to provide academics with appropriate training in this area and encourage them to take available training. Use of videoconferencing and chat technologies and cultural sensitivities: The study highlighted moderate levels of concern among Saudi HEI academics regarding the use of videoconferencing and online chat technologies, and their concerns about cultural factors around the use of these technologies. This emphasizes the need for online teaching and the growing use of technologies in such teaching to respect cultural norms and preferences, highlighting the importance of fostering a culturally sensitive approach to technology deployment and use. Surprising low webcam use: An unexpected finding is the low use of webcams by both academics and students during online teaching sessions, prompting a need for a deeper understanding of the dynamics surrounding webcam engagement in such sessions. This calls for a reevaluation of the effectiveness of webcam use in the teaching process and underscores the importance of exploring methods for enhancing engagement and interaction in online teaching. In summary, this paper investigated the attitudes and concerns about privacy and security in the online teaching of Saudi HEI academics during the coronavirus pandemic. The study reveals areas where further research and policy development can enhance the online teaching experience. As the education landscape continues to evolve, institutions must remain proactive in addressing the concerns of their academics while fostering a culturally sensitive approach to technology deployment.Research limitations/implicationsOne limitation of this study is the relatively small qualitative data sample, despite the adequate size of the sample including 36 academics from various Saudi Arabian HEIs for quantitative analysis. It was necessary to make the most of the open-ended questions optional – participants did not have to answer about concerns if they did not want to, as we did not want to make the questionnaire too long and onerous to complete. Consequently, the number of academics responding to the open-ended questions was limited, emphasizing the need for additional data and alternative research methods to further these issues. The study was focused on investigating the concerns of HEI Saudi academics, recognizing that the attitudes and concerns of academics in other countries may differ. Furthermore, the research also includes an exploration of the changes in academic attitudes and concerns before and since the COVID-19 pandemic, which will be the subject of further data analysis.Originality/valueThis research delves into Saudi HEI academics' perceptions and concerns regarding privacy and security in online education during the COVID-19 Pandemic. Notably, it highlights the moderate priority placed on online privacy and security, the unexpectedly low usage of webcams and the potential for enhancing policies and training. The study emphasizes the necessity for comprehensive measures to protect sensitive data and the importance of tailored policies for educators. It also underscores the need for a more nuanced understanding of webcam usage dynamics, offering valuable insights for institutions aiming to improve online education and address educators' concerns amidst evolving educational landscapes.

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“…Based on data from the Sysadmin, Audit, Network, Security (SANS) Institute, there are several common errors in software, especially in e-learning systems, including 1) SQL injection at 7%; 2) Cross Site Scripting at 39%; 3) information leakage at 32%; 4) insufficient transport layer protection at 4%; 5) fingerprinting at 4%; and HTTP response splitting at 3%. [13] [14].…”

Section: Introductionmentioning

confidence: 99%

Design and Build an Assessment Platform by Inserting Moodle-Based Cryptographic Methods

Pradeka,

Adiwilaga,

Agustini

et al. 2024

TEKNOSI

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The use of digital platforms in the learning process is increasing, especially in the context of assessment activities. In this context, it is essential to realize that digital platforms can be subject to attack or fraud by irresponsible parties. It is due to the presence of sensitive data and/or restricted to a limited number of authorized persons. Therefore, the protection of data and its security in using digital platforms is very important. To enhance this layer of security in data protection, cryptographic methods play a crucial role in maintaining information security. By applying cryptographic methods to learning platforms for assessment purposes, we can increase the security and integrity of the data involved in the assessment process. This research aims to produce a plugin that can be used on a Moodle-based Learning Management System (LMS). This plugin will provide an additional activity in the form of an assessment activity with an essay exam type. When this plugin is used, all questions and answers will be encrypted into text that is difficult to understand by unauthorized parties when an attack attempt occurs. In this way, the learning platform for assessment purposes can safeguard and protect data from access by irresponsible parties.

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User Security in e-Learning System

Cited by 4 publications

References 14 publications

Cruciality of securing user data due to increasing Digital Learner traffic over the Internet using Adversarial Neural Cryptography

Cruciality of securing user data due to increasing Digital Learner traffic over the Internet using Adversarial Neural Cryptography

Security and privacy in online teaching during the COVID-19 pandemic: experiences and concerns of academics in Saudi higher education

Design and Build an Assessment Platform by Inserting Moodle-Based Cryptographic Methods

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