Security in online learning assessment towards an effective trustworthiness approach to support e-learning teams
Document typeConference report
Rights accessOpen Access
This paper proposes a trustworthiness model for the design of secure learning assessment in on-line collaborative learning groups. Although computer supported collaborative learning has been widely adopted in many educational institutions over the last decade, there exist still drawbacks which limit their potential in collaborative learning activities. Among these limitations, we investigate information security requirements in on-line assessment, (e-assessment), which can be developed in collaborative learning contexts. Despite information security enhancements have been developed in recent years, to the best of our knowledge, integrated and holistic security models have not been completely carried out yet. Even when security advanced methodologies and technologies are deployed in Learning Management Systems, too many types of vulnerabilities still remain opened and unsolved. Therefore, new models such as trustworthiness approaches can overcome these lacks and support e-assessment requirements for e-Learning. To this end, a trustworthiness model is designed in order to conduct the guidelines of a holistic security model for on-line collaborative learning through effective trustworthiness approaches. In addition, since users' trustworthiness analysis involves large amounts of ill-structured data, a parallel processing paradigm is proposed to build relevant information modeling trustworthiness levels for e-Learning.
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CitationMiguel, J., Caballé , Santi, Xhafa, F., Prieto, J. Security in online learning assessment towards an effective trustworthiness approach to support e-learning teams. A: IEEE International Conference on Advanced Information Networking and Applications. "2014 IEEE 28th International Conference on Advanced Information Networking and Applications: IEEE AINA 2014, 13-16 May 2014, University of Victoria, Victoria, Canada: proceedings". Victoria: 2014, p. 123-130.