INFORMATIONAL SECURITY IN DISTANCE EDUCATION
D.M.
Dzhusubaliyeva, d.p.s. (PhD), professor
The
Head of Professional Education Informatization Research Institute KazUIR&WL
Almaty,
Kazakhstan
Zhangissina
G.D., PhD, Professor, Central-Asian University, Kazakhstan, Almaty(gul_zhd@mail.ru)
D.O.
Oralbekova techniques and technology master
Programmer
of Professional Education Informatization Research Institute
KazUIR&WL
Almaty
Abstract
The
Republic of Kazakhstan actively introduces new informational technologies into
educational process, one of which is the technology of distance education.
Distance education gives an opportunity for students to learn apart from
educational centre and, thereby, widens the borders of education, being beyond
limits of one state. This gives an opportunity to form unified educational
space in world community and open educational model. Worldwide education is
build on the principle of open world community, therefore, informational
security of distance education is regarded as one of the most important tasks.
The article shows basic directions and ways of distance education realization
in the Republic of Kazakhstan, their advantages and problems, and possibilities
to protect digital information from external force as well.
Key words: open model of
education, distance education, informational security, module, unified
educational space, distance technologies, tutor, the Internet
Nowadays
more than ever, one of the most important educational issues in world community
is the formation of unified educational space. This could be possible due to
the development of telecommunication and introduction of new informational
technologies into educational process. Open educational system building allows
all members of educational community to engage into educational process. The
Internet use allows creating global informational infrastructure, which
corresponds to the “open model of education” paradigm, assuming:
·
Open-mind to future;
·
Ability to receive necessary
information not only within own state, but in educational institutions of other
states;
·
Free application of diverse
informational systems, which nowadays play not lesser role, than a direct
educational process;
·
Personality-orientation of
educational process, own learning trajectory construction;
·
Informational culture of personality
development;
·
Psychological motive of learners
that education lies in the process of constant search and changes, all the
time, forming new orients and aims;
·
Teacher’s role shifts in the
educational process: a teacher becomes manager of educational process.
One
of the most perspective technologies in open education is the technology of
distance education, wherein subjects of education (learners, teachers, tutors)
are remote from each other and from educational centers. And educational
process is conducted with the help of telecommunications, including the use of
the Internet.
With this
organization, the educational process is quite obvious that it can go beyond
one state. Distance learning is widespread in many countries, for example, in
the UK - British Open University, Spain - National University of Distance
Education, France - National Center for Distance Learning, USA - National
Technical University which was to prepare the engineering staff at the
beginning of the 80's and at the present time, has released about 500 thousand
graduates. Among the CIS countries
most actively introduce to the educational process, the Russian higher
education universities such as the Moscow Power Engineering Institute, Moscow
State Technical University, Bauman Moscow Social Science and Humanities
Institute, Tomsk State University, the University of World Economy and Finance
(Astrakhan) and many other Russian universities are leaders in distance
learning and citizens of the other states [1,2].
For Kazakhstan,
with its large territory and in this connection weak information
infrastructure, a large number of scientific and educational centers in remote
towns, the possibility of vocational education and training without looking up
from his place of work, is extremely important. The current system of full-time
and part-time training for a number of reasons and circumstances are not able
to meet the current demand for people to obtain the desired vocational
education, while those wishing to get a second higher education and
professional training from year to year.
According to
statistics in retraining annually in Kazakhstan need more than 2 million
people.
This problem on a
national scale in view of its complexity can be solved by forming a system of
distance education and open the possibility of creating virtual universities.
However, the question arises - how to protect remote training from external
threats and attacks on the information.
Today, distance
learning thanks to the Government Resolution of January 19, 2012 ¹ 112
"Rules of the organization of educational process on remote educational
technologies" was implemented in many universities of Kazakhstan. At the
same time, the emergence of distance education as an innovative method is still
in the development stage. Proof of this is the presence of a large number of
different approaches to the implementation to the use of different technologies
for its implementation, a variety of forms and methods of training, a variety
of pedagogical schools and programs.
The mechanism of
generalization and integration of all the best constructive that there is in
the world community to overcome the contradictions in the ideology of
development of distance education (DE) is not clearly defined. The reasons for
this on the one hand in the fact that each country treats to their own way and
there is no clear regulatory - legal framework is not enough research in the
field to the other side to insufficient generalization of already existing
experience in the form of scientific manuals, policy briefs, seminars,
conferences, etc.
With the
development of distance learning system of higher education to get up such
important issues as:
1. Proper
organization of educational process, which would allow to get a quality
education.
2. Provide
necessary training and educational material, allowing to conduct training in
the mode of communication mediated by the teacher and the student with their
quality.
3. The correct choice of
technology for Distance learning, allowing uninterrupted learning and control
in interactive mode.
4. Language of instruction (Kazakh, Russian and English).
5. Training
of Tutors for the implementation of the educational process for Distance
learning.
6. The
problem of equivalence of diplomas obtained through traditional and distance
learning.
7. The
possibility of mutual exchange of information between universities of
Kazakhstan and other countries of the world, and first of all with the CIS
countries.
8. The use
of experiences around the world through Distance education and breaking it in
the educational process of Kazakhstan.
These and many other problems require the
development of theory, techniques, methodologies and technologies of the
organization of the distance education system, and, first and foremost, the
creation of a regulatory framework for its implementation [3-5].
Distance learning must have a corresponding
informational, methodological and didactic content. At the organization of educational process in the technology of distance
learning, it is necessary first of all to answer such questions [6]:
1.
How to promptly deliver educational
information the learner;
2.
How to send feedback to the teacher;
3.
Providing remote individual or group
work.
As it can be seen from the above, an independent
organization of educational activity of students is one of the conditions of
Distance learning, in which students have the opportunity to use more sources
of media (television, Internet and other). However, the media messages that are
distorted scientific picture, negatively affects the learning process. This
raises the problem of information security in Distance learning, without which
it is not possible to make a full personal development of the student in the
learning process. With the increasing
introduction of modern information and communication technologies in all
spheres of modern society increase information security issues. Studying the problem of security of
e-learning, Russian scholars have identified the following threats to the
normal operation of the electronic learning system
[7]:
–
an unauthorized access to digital
content;
–
violation of the integrity and the
inadequacy of educational resources;
–
disruption of the normal functioning
of the services;
–
the breach of security testing
procedures.
Along with other scientists, they argue that the
sources of psycho-pedagogical risk factors are the information environment, its
resources, and man himself. They highlight the threats posed with students and
with faculty. According to the results of the author A. A. Zhurina informational threats specific to
distance learning are the following [7]:
À) information threats against a student
studying in the form of Distance learning:
– the incorrect information mismatch
educational standards;
- low
speed channels and, consequently, loss of downloadable files(homework, tests);
– pedagogically and methodologically
unjustified use of hypertext and multimedia in the educational material;
- to use unusual methods and technologies of distance learning, i.e.
methodological incompetence teacher
-
lack of knowledge about the ethics
and the norms of behavior in the network: the majority of students find
information interaction in the internet anonymous and
of impunity;
- the ability to act on behalf of the virtual character (problem
identification);
- students’ lack of knowledge on the law regarding the information of
their rights and responsibilities, copyright.
B)
Information threats against teachers of distance education:
-
Information pollution, uncertainties
and irrelevant information;
-
Low level of ICT - literacy of
teachers;
-
Inadequate teacher training in the
methodological sphere of using educational technology-specific to distance
education;
-
problem of identification the
students;
-
Technical problems: low speed
channels, networks, no special software, unauthorized access to information
about the students, their current progress, etc .
Since
it is the teacher structures the information space around the student organizes
its activities in this area; the teacher – is a first line of protection of
students from information pollution, threats and risks that the student finds
in distance education. [8]
Information
security, as well as protection of information in distance education, is a
complex problem, aimed at ensuring security, implemented by a security system.
The problem of information security is multidimensional and complex and covers
a number of important tasks. Information security problems constantly
aggravated by the process of penetration into all areas of technical means of
processing and data transmission.
Nowadays,
three basic principles have formulated, which should provide information
security in distance education:
-
Data integrity - protection against
failures, leading to loss of information, as well as protection from
unauthorized creation or destruction of data;
-
Confidentiality of information;
-
The availability of information for
all authorized users. [9]
Information
security - an expensive affair, and not only because of the costs for the
purchase or installation of protective equipment, but also due to the fact that
it is difficult to determine the boundaries of a qualified reasonable safety
and ensure adequate maintenance of the system to a working condition.
Information
security tools cannot be installed and designed until the appropriate analysis
is made. For actual information security, distance learning must use a set of
measures providing for the protection of the site, software, hardware and
server protection.
All
of the above shows that for the implementation of distance learning the correct
and up-to-date information security of learning process is very important.
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