The safety of systems, both on the server and client’s side, that enable them run smoothly and provide services to the intended user is, without doubt, necessary in any educational realm. This problem entails securing an institution’s systems and deploying appropriate security procedures and policies that can repel and deter attacks. Additionally, data privacy and security require ensuring the confidentiality, privacy, and integrity of information transferred and stored for educational purposes. Therefore, the adoption of strong mechanisms that facilitate student approval, verification, management of data, non-repudiation, content editing and copying, and protecting a user’s assessment and examination from imposters and attackers are just some of the pre-requisites of e-learning.
For mobile learning, some or all of the needs mentioned above become even more difficult because the students are continuously moving, use various devices that are beyond an institution’s control, and usually use wireless interfaces to connect. For example, connecting a mobile phone to an unprotected wireless network raises the connection hijacking risk, implying that the user is highly likely to get their data compromised. Overall, the adoption of mobile phones in adult education puts the privacy, veracity, and confidentiality of information used in the learning process, for both the student and the institution at stake. E-portfolio data, evaluation information, and student details are examples of delicate data that should be protected. Therefore, learners and educators need to be warned of the risks associated with connecting to rogue wireless networks that attackers could exploit and conduct their malicious activities
Regarding the service side, security measures such as anti-malware software and firewalls are the common solution. Nonetheless, as noted before, mobile innovations increase the threat of casual or ill-motivated individuals trying to gain access into restricted online sites and retrieve information without authorization, reduce the network and server performance, or inject malware. On the student’s side, the use of common security measures like passwords should be considered. Other solutions include installing anti-malware software in mobile devices, encryption, and the use of biometric security mechanisms. However, even in such interventions, the safety and privacy of user information are not guaranteed. For example, mobile firewalls usually insect IP interfaces, ignoring the Bluetooth interfaces. As a result, Damopoulos et al. (2013) note that due to the rising incidences of attacks reported for mobile services, learners and educators need to be concerned about the safety of their information stored in a gadget or communicated over the air.
User Privacy
In terms of safeguarding a user’s privacy, mobile technologies allow the possibility to monitor the learner’s behavior regularly. Nevertheless, while educators claim to use this possibility to protect the learner in terms of deterring cyber-bullying and ensuring easy administration of education materials, it may sometimes be perceived as a trampling or violation of the learner’s private circle. On the other hand, collecting and evaluating personal information such as learner’s goals and preferences can help educators assist them. Therefore, mobile phones in learning involve a compromise between a learner’s confidentiality and an educator observing and regulating their behavior. For instance, monitoring a user’s geographic location, communication content, and browsing behavior can be perceived as a way of profile them.
Therefore, a privacy-preserving mechanism needs to be adopted that enables learners to be identified or monitored when necessary or when they wish to. Say, to allow learners to engage in a debate on a particular subject, the mobile application should organize a conference with course mates roaming close to them or let the educator help them. Moreover, learners should be enabled to create their desired character in classrooms by only displaying specific pieces of information rather than all their information. In such a manner, learners will become more comfortable by being in a non-biased classroom environment, which is not influenced by the outcome of previous classes or any other prior event.
Mobile phones have been criticized because of their ability to leak information on the location of its user and tracking their movements. Locational tracking is generally unacceptable not only to learners using mobile phones to study but also anyone. Conversely, as already pointed out, there are some instances where mobile phone tracking has proven helpful. Such cases include locating a missing person, a stolen device, or blocking access to a device that has been stolen. Tracking may, in fact, be oblig
Order this paper