Management Conflicts in E-Learning Environment: Vulnerabilities in E-Learning Environments

Management Conflicts in E-Learning Environment: Vulnerabilities in E-Learning Environments

Tomás Sola Martínez (Granada University, Spain), Dalila Alves Durães (Caldas das Taipas Higher School, Portugal), Francisco Javier Hinojo Lucena (Granada University, Spain) and José Javier Romero Díaz de la Guardia (International University of La Rioja (UNIR), Spain)
Copyright: © 2016 |Pages: 11
DOI: 10.4018/978-1-5225-0245-6.ch017
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The development and technological revolution has contributed to a remarkable increase in the supply of training processes in e-learning educational institutions. The interaction and participation in educational activities under this paradigm involves a series of implications from the point of view of safety and privacy. This chapter presents the main vulnerabilities of e-learning systems and their involvement in the emergence of conflicts for the participants from online training activities and for the educational institutions. The study develops from three types of conflicts: the availability and system integrity, the privacy of the information that is exchanged in virtual environment and the process of authentication of the participants. The authors emphasize the main conflicts that can occur and the actions to take into account in e-learning environments to avoid or mitigate the effect of these vulnerabilities, to ensuring design and topology of systems, application code, and communications that are exchanged in training processes.
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Introduction To E-Learning Environments

Lifelong Learning and ICT

Currently, society in permanent change requires continuous adaptation of the human being to the surrounding environment. We live in a global, multicultural and hyper-connected world where technology is present in all spheres of life and is the backbone for the transformation of society (Telefónica Foundation, 2004).

The development of the information society is linked to a permanent need for learning by individuals. In this sense, we can speak of learning throughout life in all areas of knowledge, either when it is formal, non-formal or casual learning. It is a continuous process focused on the particular needs of the individual. “The aim of lifelong learning is to improve knowledge, skills and competence with a personal, civic, social or employment-related perspective” (Yamat et al. Cited by Nordin, Embi & Yunus, 2010, p. 131).

Today, the Information and Communication Technology (ICT) has provided the opportunity to experience learning situations at any time, without the necessity of being present, no matter the place or device.

The globalization of education allowed the increase in distance learning programs, supported by the growing use of e-learning systems.

The ICT has expanded the range of possibilities of teaching and implementing innovative methodologies. An example is the organization of cooperative learning with the mediation of virtual scenarios (Trujillo, Cáceres, Hinojo & Aznar, 2011).

The acceptance and use of these e-learning systems enable the success of such educational programs.

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