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A massive data processing approach for effective trustworthiness in online learning groups
dc.contributor.author | Miguel, Jorge |
dc.contributor.author | Caballé Llobet, Santiago |
dc.contributor.author | Xhafa Xhafa, Fatos |
dc.contributor.author | Prieto, Josep |
dc.contributor.other | Universitat Politècnica de Catalunya. Departament de Ciències de la Computació |
dc.date.accessioned | 2015-11-26T15:10:35Z |
dc.date.available | 2016-06-10T00:30:38Z |
dc.date.issued | 2015-06-10 |
dc.identifier.citation | Miguel, J., Caballé , Santi, Xhafa, F., Prieto, J. A massive data processing approach for effective trustworthiness in online learning groups. "Concurrency and computation. Practice and experience", 10 Juny 2015, vol. 27, núm. 8, p. 1988-2003. |
dc.identifier.issn | 1532-0626 |
dc.identifier.uri | http://hdl.handle.net/2117/79974 |
dc.description | This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving http://olabout.wiley.com/WileyCDA/Section/id-820227.html |
dc.description.abstract | This paper proposes a trustworthiness-based approach for the design of secure learning activities in online learning groups. Although computer-supported collaborative learning has been widely adopted in many educational institutions over the last decade, there exist still drawbacks that limit its potential. Among these limitations, we investigate on information security vulnerabilities in learning activities, which may be developed in online collaborative learning contexts. Although security advanced methodologies and technologies are deployed in learning management systems, many security vulnerabilities are still not satisfactorily solved. To overcome these deficiencies, we first propose the guidelines of a holistic security model in online collaborative learning through an effective trustworthiness approach. However, as learners' trustworthiness analysis involves large amount of data generated along learning activities, processing this information is computationally costly, especially if required in real time. As the main contribution of this paper, we eventually propose a parallel processing approach, which can considerably decrease the time of data processing, thus allowing for building relevant trustworthiness models to support learning activities even in real time. |
dc.format.extent | 16 p. |
dc.language.iso | eng |
dc.subject | Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge cooperatiu |
dc.subject | Àrees temàtiques de la UPC::Informàtica::Aplicacions de la informàtica |
dc.subject | Àrees temàtiques de la UPC::Informàtica::Seguretat informàtica |
dc.subject.lcsh | Team learning approach in education |
dc.subject.lcsh | Computer-assisted instruction |
dc.subject.lcsh | Computer security |
dc.subject.lcsh | Electronic data processing--Distributed processing |
dc.subject.other | trustworthiness |
dc.subject.other | e-Learning activities |
dc.subject.other | computer-supported collaborative learning |
dc.subject.other | information security |
dc.subject.other | parallel processing |
dc.subject.other | log files |
dc.subject.other | massive data processing |
dc.subject.other | Hadoop |
dc.subject.other | MapReduce |
dc.subject.other | Implementation |
dc.subject.other | logs |
dc.title | A massive data processing approach for effective trustworthiness in online learning groups |
dc.type | Article |
dc.subject.lemac | Aprenentatge--Treball en equip |
dc.subject.lemac | Ensenyament assistit per ordinador |
dc.subject.lemac | Seguretat informàtica |
dc.subject.lemac | Processament distribuït de dades |
dc.identifier.doi | 10.1002/cpe.3396 |
dc.description.peerreviewed | Peer Reviewed |
dc.relation.publisherversion | http://onlinelibrary.wiley.com/doi/10.1002/cpe.3396/full |
dc.rights.access | Open Access |
local.identifier.drac | 15643488 |
dc.description.version | Postprint (author's final draft) |
local.citation.author | Miguel, J.; Caballé, Santi; Xhafa, F.; Prieto, J. |
local.citation.publicationName | Concurrency and computation. Practice and experience |
local.citation.volume | 27 |
local.citation.number | 8 |
local.citation.startingPage | 1988 |
local.citation.endingPage | 2003 |
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