Safety Aspects in the Distance Learning Systems

doi:10.4236/ce.2012.31014

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Creative Education

2012. Vol.3, No.1, 84-91

Published Online February 2012 in SciRes (http://www.SciRP.org/journal/ce) http://dx.doi.org/10.4236/ce.2012.31014

Safety Aspects in the Distance Learning Systems

Sergii Kavun1, Yousef Daradkeh2, Alexander Zyma3

1Department of Computer Systems and Technologies, Kharkiv National University of Economics, Kharkiv, Ukraine

2Department of Computer Information Systems, the University of Jordan/Aqaba Branch, Aqaba, Jordan

3Department of Tourism, Kharkiv National University of Economics, Kharkiv, Ukraine

Email: [email protected]

Received October 27th, 2011; revised November 19th, 2011; accepted December 5th, 2011

The article studies the problems of improving the degree of information security in the distance learning

systems (DLS) at the expense of using innovative methods and technologies of information security sys-

tems (ISS). In this article are also considered the recommendations for improving existing DLS in training

of the specialists at higher educational institutions as per Bologna Process regulations. In addition, this ar-

ticle demonstrates the results of statistical researches in the field of information and economic security for

DLS. The types of expenses in the DLS are also classified here. The authors have proposed the key ele-

ments for the DLS, the use of which is shown in the example of a research portal of information and eco-

nomic security. The arguments presented will increase the level of security. The results of analysis, car-

ried out within this article, demonstrate the real possibility of development and further implementation of

security elements. The results of analysis, carried out within this article, demonstrate the real possibility

of development and further implementation of security elements.

Keywords: Distance Learning Systems; DLS; Security; Safety; Distance Education; Information Security

Systems

Introduction

As it is known (Daniel, 1996), the area of distance (electronic)

education (DE) cannot spare without the mutual influence of all

related sectors and aspects of the operation; however, this

statement can be applied to other areas. In addition, the solution

of many global problems of DE, which is currently experienc-

ing a certain crisis, is directly linked to the development of

distance learning systems (DLS), based on information and

communication technologies. The traditional system of DE

with its restricted access to universities, with relatively high

cost and inflexibility is unable to cope with growing demand

for higher education and unable to provide equal access to edu-

cation for the general population.

What is DLS? Distance education (DE) or distance learning

(DL) is a field of education that focuses on teaching methods

and technology with the purpose of delivering teaching, often

on an individual basis, to students who are not physically pre-

sent in a traditional educational setting such as classroom. It is

described as “a process of creating and providing access to

learning when the source of information and the learners are

separated by time and distance, or both” (Honeyman & Miller,

1991). Distance education courses that require physical on-site

presence for any reason (including taking examinations), are

considered as hybrid (Tabor, 2007) or blended courses of study.

Problem of DE were discussed in studies of various scientists.

In their opinion, the implementation of DE into the process of

training and retraining of specialists in the educational system

of different countries is necessary due to several reasons:

 Slow mutual integration and implementation of European

and world standards in education and research activity with

regard to the principles of the Bologna process.

 Intensity of science development requires permanent im-

provement of the professional knowledge and skills of em-

ployees of different specialties.

 Only technology is capable of providing timely corrective

training content by high-speed update of knowledge in in-

formation-educational environment.

 High economic efficiency of DE.

Issues associated with theoretical and practical aspects of

implementation of distance learning technologies which are

deployed in modern education, are discussed in the works (Ca-

sey & Lorenzen, 2010; Dickey, 2005). Modern technologies

and methods of teaching, learning and knowledge control are

comprehensively considered in the works (Levinson, Moore, &

Kearsley, 2005).

In addition, the relevance of this question is that the imple-

mentation of DLS with their innovative methods of education

can facilitate the solution of major social problems in the fol-

lowing ways:

 Implementation of the population’s needs for educational

services.

 Satisfaction of the country’s needs in quality of trained spe-

cialists.

 Increase of social and professional mobility of students, their

social activity, level of self-consciousness, expanding of

their mental outlook.

 Preservation and increase of knowledge, human and mate-

rial potentials, accumulation of national higher education.

 Development of unified education space within the country

and the entire international community, which suggests the

possibility to get education in any place of educational

space.

Statistical Information

In order to emphasize the relevance of research of DE, a num-

ber of indicators (educational, social and economic) are consid-

S. KAVUN ET AL.

ered below. As it is known (Daniel, Kanwar, & Uvalić-Trum-

bić, 2005), DLS are based on the following key resources: users

and development of the means (channels) of access (Figure 1).

For example, as it is shown, Ukraine was on the 9th place

among the countries of Euro-region with the index of popula-

tion of 33.9%, i.e. at least every third person here knows what

is the Internet and can use it.

According to the result at Figure 1 it is possible to make an

inference that presented distribution completely corresponds to

the share of users (at 30 of July, 2011) in Europe. It based on

population of each country from which this distribution has a

direct relationship.

Thus the level of growth of this knowledge in Ukraine is

over 7500% per year (UNESCO Institute for Statistics, 2006).

In terms of Internet penetration, the distribution of the re-

gions is shown on Figure 2.

The presented results reflect the real (at 31 of March, 2011)

state of education in the world and by region, which shows that

education level partly depends on economic situation of the

region, population and other factors, but its require additional

research.

This indicator is more objective, because it shows the pro-

portion of the Internet use among the entire population of the

region.

Figure 1.

Number of Internet users in Europe (Source: Internet Word Stats—

www.internetworldstats.com): common indicator.

Figure 2.

Word internet penetration rates by geographic’s regions—2011 (Source:

Internet Word Stats—http://www.internetworldstats.com/stats.htm): com-

mon indicator.

Obtained statistical data can be used to conduct a compre-

hensive analysis of the structure of existing DLS, detection of

vulnerabilities in them and threats of unauthorized access, im-

plemented through the existing vulnerabilities, for proposing a

model of the information security system, and formulation of

conceptual recommendations for modifications (improvements)

of DLS.

As for the equity participation of actors in DLS, the statistics

provides (Kavun, 2011) the following data (Figure 3).

A presented (Figure 3) ratio distribution of distance learning

students to their total number demonstrates the inverse propor-

tional dependence on the level of education system in a country

taking into account the population correction.

For example, in Canada (UNESCO Institute for Statistics,

2006), every tenth student has direct relevance to the DLS. This

indicator provides Canada with the fourth place among coun-

tries of the world. As we remember, at the accounting classifi-

cation there are 191 countries-members of the United Nations,

and the total number of countries is more than 240.

Economic indicators in DLS must not be equal for the stu-

dent and tutor (Bosseler and Carbonneau, 2009), taking into

account the presence of fixed and variable costs. These are

mainly financial (Kavun, 2007) costs (Table 1).

Figure 3.

Proportion of students who study at distance from the total number of

students: education indicator.

Table 1.

Types of expenses in the system of distance education: economical in-

dicator (The result of author’s researches).

Fixed expenses Variable expenses

Elaboration of distance learning

course Support for hosting

Allocation of personal time to

participate

Testing

Tutor

Elaboration of multimedia

didactical ensuring

Validation control works

The choice of course of study Allocation of time for passing

examinations

Payment of course fees Commissioning tests, exams

Student

The choice of learning mode Payment of interim costs

(printing, copying, subscription)

S. KAVUN ET AL.

Thus, DLS can be represented in the form (Karpenko, 2008)

of the scheme taking into account the cyclical nature of the

study (Figure 4).

Then, considering the security aspects (Ponomarenko and

Kavun, 2008), that are directly relevant to DLS, it is necessary

to identify major elements of them (or subsystems-services),

which the student would face with (Figure 5).

They are based on items considered by student representa-

tives. The results of the survey of university students in Chi-

cago are demonstrated on Figure 6.

The research, which was conducted by the Center of Public

Opinion Research NORC at the University of Chicago 10 years

after the tragic event of 11 of September, 2001 showed the

depressing result.

It should be noted that Americans trust the information about

different aspects of their private life only to governmental enti-

ties.

Gathering of such information by private companies evokes

protest from USA citizens; it will be enough to remember pre-

cedents with mobile devices running by iOS and Windows

Phone.

Owners of these devices expressed their protest and it led to

legal action.

Nevertheless, in the Register edition was written that only

one in five respondents believe that USA now is moving in the

right direction.

Among the factors considered a special place is occupied by

the following ones: authentication, identity, website and com-

munication tools (FTP and e-mail services) (National initiative

for cyber security education, 2011). All of them in aggregate or

individually promote the use of passwords, personal informa-

tion, content, and copyright compliance. At the same time in

the past these factors were subjected by negative impact from

substitution, loss, alteration, falsification and other negative

aspects of information security (Hoover, 2010). Figure 7 dem-

onstrates students’ attitudes towards the Internet.

Figure 4.

Cyclic scheme of the learning process over time (The result of author’s

researches).

Figure 5.

Influence of security factors on the DLS (Kavun, 2009).

1: positive attitude towards the government to read personal mail without permission; 2: positive attitude to reading the data when it is necessary to communicate with

foreigners; 3: thinking, that government must be able to browse someone’s search history without judicial authorization; 4: financial records can also be inspected without

proper notice; 5: positive attitude towards the government’s listening to personal phone calls; 6: positive attitude towards the government’s listening to personal phone if

calls are directed abroad; 7: approval of video surveillance in public places; 8: approval of video surveillance in public places, if respondents have children; 9: considera-

tion a torture of people, suspected of terrorism, to be a norm; 10: approval of “harsh interrogation measures” on people, suspected of terrorism; 11: consideration a torture

to be illegal; 12: thinking, that US is now on the right way.

Figure 6.

Results of polling of US citizens at the University of Chicago (according to NORC, September 2011).

S. KAVUN ET AL.

The importance of the Internet connection is only one of

many discoveries of the Cisco last annual report, which were

conducted in May - June 2011. There were a lot of respondents

from 14 countries took part in the series of interviews including

USA, Canada, Mexico, Brazil, The Great Britain, France, Spain,

Germany, Italy, Russian Federation, India, China, Japan and

Australia.

More statistics concerning this learning area is presented at

the author’s website (Kavun, 2011).

Aspects of Information Security

DL is based on the use of traditional and innovative teaching

methods and tools that are based on information and telecom-

munication technologies and provide an interactive learning

process participants interaction and obtain, study and control of

learning.

Authors performed the analysis possible to implement de-

composition of the learning process cycle (Figure 8).

For the traditional education system common sources of

learning are only printed materials, while innovative education

involves the use of both printed and audio-visual materials,

computer teaching programs, electronic journals, online data-

bases, and other educational materials provided to the listener

through computer networks. Therefore, this study raises the

problem of prediction of organizational and technical means of

safe and confidential storage, usage and transfer of data through

these networks.

Based on the author’s analysis (Figure 8) of the educational

process in the DLS, we found these main threats: disclosure,

integrity and denial of service. Additions were formed from

characteristics and examples of possible attacks that can be

implemented (Table 2).

1: consider the Internet to be as important as air, water, food, and shelter; 2: could not live without the Internet and cite it

as an “integral part” of their lives; 3: consider the Internet to be close in importance to water, food, air, and shelter in their

lives; 4: consider the Internet to be as important as these critical needs; 5: indicate they could not live without the Internet,

it is an integral part of their daily life; 6: would prefer to have access to the Internet versus a car; 7: consider the Internet

to be most important in their daily life.

Figure 7.

Results of the poll 1441 College Students (aged 18 - 24) and 1412 Employees (21 - 29) that completed an

online survey (according to Cisco, May - June 2011).

Figure 8.

The scheme of the cycle of educational process in the DLS.

S. KAVUN ET AL.

ISS is part of the overall management system, based on risk

analysis and is intended for the design, implementation, monitor-

ing, and maintenance and improvement action in the field of

information security (Ponomarenko and Kavun, 2008). The

main purpose of any ISS is to ensure sustainable operation of

the facility, prevention of threats to its security, protection from

unlawful acts, to prevent disclosure, loss, leakage, modification

and destruction service information, ensure the normal func-

tioning of all departments of the object. Examples of such

countermeasures are also designed to be the authors (Table 3).

Table 2.

Types of expenses in the system of distance education: economical indicator.

Main threats Characteristics Vulnerability Examples of possible attacks

Disclosure

This threat shows that the information may be

known to those who shouldn’t know. Threats

of disclosure take place whenever the access

to certain confidential information

(e.g. personal data) is received.

Threats of disclosure become possible at

the stage of authorization and generate

documentation.

At the stage of authorization attacker can

intercept the authentication data, while at

the stage of creating documentation—can

remove confidential information about

success of student training.

Integrity

This type of threat includes any deliberate

change (modification or even removal of

data).

Threats to integrity occur on stages of

receipt of regulatory and variable blocks

of courses, the formation of such courses,

as well as converting assessments and

creation of the documentation.

Any substitution or modification of data

on success training can lead to

consequences that are described in

(Kavun, 2011).

Denial of

service (DoS)

Threats of denial of service occur when the

actions of the attacker block the access to

certain resource of DLS.

This type of threat can be realized on the

stage of logging in DLS.

The implementation type of threat “denial

of service” at the stage of logging in the

DLS, can lead to disruption of lessons

which take place in synchronous mode.

Table 3.

Recommendations for countermeasures protect against unauthorized access.

Type of protection Title of countermeasure Description of methods and technologies of countermeasures.

Detect listening

One of the major methods of listening detection is to use network intrusion detection programs, such as

Network Flight Recorder (NFR). To protect at the level of individual nodes, you can use BlackICE from

Network ICE, which allows it to discover JCMP-and TCP-listening, but also solve many other problems

Prevention of listening

Necessary to evaluate the importance for DLS of data exchange on the ICMP-protocol between network

nodes and the Internet. There are many different types of ICMP-messages, but in most cases there is no

need to allow exchange of data using all available message types, so you need to block those types of

messages that are not needed for work in the DLS. In addition, ACLs can allow the exchange of

messages on the ICMP-protocol only with some well-known IP-addresses.

Also one of the means of protection is the prohibition of unrestricted access to the ICMP protocol in the

internal network, which helps to prevent DoS-attack.

Protection from

listening to a

computer network

Protection from

IOMP-queries

Another method of protection is blocking IOMP-queries to those types that promote beyond publication

of information about the network. At the border router to block passage in the internal network packets

TIMESTAMP (ICMP-message type 13) and ADDRESS MASK.

Protection from

threats disclosing confidentiality

The protection against threats to confidentiality of information should be provided in DLS cryptographic

protection of data on hard and removable drives by their “transparent” encryption. For data encryption

can be applied proven resistant encryption algorithms provided by: kernel-mode cryptographic driver that

is part of Microsoft Windows (TripleDES algorithm with key length 168 bits) and connects an external

package of additional encryption algorithms (AES with a key length of 128 and 256 bits, Twofish with

256 bit key length). In DLS should be performed regular re-encryption of protected discs with the change

key and/or encryption algorithm. Necessary to provide cryptographic protection of network traffic

management session, which eliminates its exposure or substitution of an attacker. Each protected disk

can be determined by the individual scripts. These scripts can be used before connecting the drive, after

connecting, before disconnecting, after disconnecting.

Protection from

threats integrity

and denial of

service

Ensuring the integrity

and availability of data

To ensure availability and data integrity such technology is uses: expansion of drives during their filling.

Secure drives can be created on the basic volumes of dynamic hard drives; individual scripts for each

protected disk, support for multiprocessor systems and Hyper-Threading technology; stop of the process

of encryption, decryption, or re-encryption should not lead to data loss, network traffic management

session must be cryptographically protected, DLS must be organized by a group of administration to

reduce the risk of data availability.

S. KAVUN ET AL.

The authors describe a generalized scheme of constructing

the ISS-model (Figure 9) that meets international standards:

In order to take into consideration all possible aspects of in-

formation and economic security, we should highlight the key

elements that influence the development of the DLS.

Via the example of a research portal of information and eco-

nomic security (Kavun, 2011), the authors offer the following

key elements for distance learning systems (Figure 10):

1) Use of intelligent hosting;

2) Means of protection from copyright;

3) Statistical data binding;

4) Use of personal unique logo;

5) Implementation of watermarking technology;

6) Use of authentication and authorization;

Figure 9.

The common scheme to building of ISS-model.

Figure 10.

Key elements for distance learning systems.

S. KAVUN ET AL.

7) Confirma

and CAPTCHA tech-

Conclusion

Thus, the introductionbove key elements will

be deleted and if not protected, and then at least significantly

ok): the copy-

tio

): such an achieve-

te of users’ personal data protection or other subject

will compete in the global market: the use of

tion of content validity;

8) Implementation of micro printed

logies.

All disputes or created by the negative aspects of information

security (Rezgui, 2007) entail the emergence of aspects of eco-

nomic security, which together form the financial (monetary)

loss. This is confirmed by the following numbers according

to data 2010-2011: the numbers of stolen records of personal

data—3.9 million per year; increase in the number of inci-

dents—1.5 - 2 times per year; costs for the organization to

support the information and economic security—127 hours per

month; proportion of organizations having problems using the

password—90% (Kavun, 2011).

What is the financial side of safety? For example, we present

a few numbers that characterize this side. Hacking website or

forum costs only $50 (at a cost to build $300 - $5000). The

question immediately arises, “Is it worth then to spend money

on creating a website?” The cost of a single account—$20 - $25

(considering the total amount of $80 million per year, it’s the

market earning crackers). Spam mailing costs from 50 up to

$ 200, depending on the volume of distribution. But this is the

cheapest way of public relations, advertising, which can lead to

the collapse of a marketing plan for the enterprises or other

organizations. Breaking the mailbox costs from $15 to $50, and

this can be everyone’s mailbox. At the same time other statis-

tics show that about 45% of the information in the category of

trade secret is transmitted by e-mail (Kavun, 2011).

To prevent these threats of unauthorized access, which is de-

fined as access to information that is in violation of established

rules of access permissions in the automated system, a neces-

sary condition for a modification of DLS aiming at the im-

provement the level of information security (Kavun, 2007).

Such improvement is possible when using the ISS.

ISO/IEC 15408 “Information technology—Security techniques

—evaluation criteria of information security,” and the ISO/IEC

17799 “Information security management”, and takes into con-

sideration trends in the regulatory framework for information

security.

Therefore, because the DLS revealed several threats of un-

authorized access, it should form and hold complex of means

and measures (countermeasures) that would have eliminated all

points of risk threats implementation.

Thus, the influence aspects of information and economic se-

curity development on DLS become obvious.

The use of watermarking technology in conjunction with the

micro text will uniquely identify the authorship of content,

therefore, will help to protect copyrights. Tools of WEB-vali-

dation confirm the stability of the code, the absence of mali-

cious content, which ultimately leads to an increase of the

credibility of the submitted materials, increases the rating and

increases revenue. Authorization prevents from third-party de-

velopers claim or simply swindlers on the authorship, sue. Te-

chnology CAPTCHA (e.g., graphic interpretation) eliminates

the effects of but autodialers, thus ensuring the objectivity of

the statistics show, the audience and increase the degree of

confidence. A reasonable hosting involves correct and optimal

choice of provider (host) and provides the complex of the re-

sources and technologies, which lead to an increase of popula-

tion density, increase of functionality, increase of obtaining and

providing opportunities.

and use of the a

duce the impact of the consequences of negative impacts in

the areas of information and economic security:

1) Receive (or adjust) the value of content (such as for resale,

we can give you an example from the Facebo

righting is widely developed nowadays. In many countries for

copyrighting no punishment or fine are provided for. Besides, it

is very difficult to see and prove the commission of this act. It

all cause significant damage to the owners of educational re-

sources, although most of the material have a public access.

2) Protect their copyrights (intellectual) rights: also it is a

difficult question, which requires deep knowledge of interna-

nal legal rights and results of litigation of violations and

what is the most important, compensation for violation in copy-

righting protection. In this aspect knowledge of the information

will significantly facilitate the possible consequences based on

results of trials in copyright confirmation.

3) Can enter the world market (the same example with

Facebook, if you remember how it all began

ment will have a positive influence on the company image,

profit and rating; extend sphere of influence in their territory of

activity. Besides, entering the global market is a natural desire

(and international recognition) of any enterprises, including

educational institutions.

4) Increase the ratings of educational institutions (due to the

implementation of instructions of Ukrainian President to join

e world rankings): for university to be in the rating (at the

high position) has always a positive influence on the rating and

the image of the university, providing the increasing of appli-

cants number (due to the bigger importance and prestige), rais-

ing the status as a participant of different project, increasing the

degree of belief and recognition of domestic and foreign uni-

versities.

5) Protect personal data and to ensure existing regulations:

current sta

of educational activity entities requires providing a sufficient

attention, the necessary funds and resources for preventing their

leak (substitution, unauthorized access or other negative im-

pact). Otherwise university takes a risk of significantly reduc-

ing their image or rate or to stop the existence.

6) Jointly raise the level of e-learning: as a result of the in-

troduction and use of the above recommendations will increase

e level of e-learning, put this form of training together with

other forms to the appropriate location, and provide further

practical use.

7) Establish a system of (complex) multimedia teaching

systems, which

such system is a requirement of the modern world; because the

technological development makes to implement various multi-

media technologies to help the learning process goes to a new,

higher level. In addition, they make possible the increasing of

distance education level if general, to facilitate its use and, thus,

attract more participants into the education process. Modern

multimedia technologies allow to present material to study

more clearly and simply and moreover they can make the proc-

ess dynamic.

Thus, distance education, which becomes obvious reality in

the modern world and in the near future will develop most rapidly,

cause only through economic and technological advantages

of this model can be satisfied with a huge demand for higher

education, expected in developing countries. The optimal way

of this development is creation of DLS, which based on

S. KAVUN ET AL.

information and communication technologies (Romanenko,

Stolbov and Kalachova, 2009), with a guarantee of qualifying

education, effective student support and an appropriate level of

information security, which can be achieved by integrating the

ISS into DLS.

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