Araştırma Makalesi
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Examination of cybersecurity in open and distance learning within the scope of technical support services

Yıl 2024, Cilt: 7 Sayı: 2, 254 - 272, 31.05.2024
https://doi.org/10.31681/jetol.1400843

Öz

Open and distance learning (ODL) activities aim to meet the expectations and needs of different individuals, societies, and systems by ensuring the continuation of learning with a lifelong learning philosophy and an egalitarian policy for everyone, regardless of time and place. Support services, which address the differentiated expectations and needs in all learning-related activities, serve the learning processes and the various stakeholders involved. Therefore, technical support services are included in support activities that require the use of technology as a tool, mediator, or technique in learning processes. In this study, ODL systems that are situated in digital space are examined within the scope of technical support services in line with the threats and dangers of the developing and expanding digital space. The aim is to create a technical support service model based on Herbert Simon's Bounded Rationality Theory and Otto Peters' Industrialization Theory, to ensure cybersecurity in ODL systems. In this study, which adopted a case study as one of the qualitative research methods, documents in the literature were examined first. Considering the literature, the opinions of eight field experts were gathered by ten interview questions. After the semi-structured interviews were transcribed, the data obtained were divided into codes and themes through thematic analysis. The findings stressed the importance of institutional culture, distribution of tasks and responsibilities, administrative support, institutional awareness, cybersecurity training, and the use of different technologies to ensure cybersecurity in ODL systems. Additionally, the experts emphasized a common view that smart systems should be used in the provision and maintenance of cybersecurity.

Kaynakça

  • Alexei, A. (2021). Cyber security strategies for higher education institutions. Journal of Engineering Science, 2021(4), 74-92. https://doi.org/10.52326/jes.utm.2021.28(4).07
  • Alexei, A., & Alexei, A. (2021). Cyber Security Threat Analysis In Higher Education Institutions As A Result Of Distance Learning. International Journal of Scientific & Technology Research, 10, 128-133. ISSN 2277-8616. https://ibn.idsi.md/vizualizare_articol/163773
  • Alferidah, D. K., & Jhanjhi, N. Z. (2020, October). Cybersecurity impact over bigdata and iot growth. In 2020 International Conference on Computational Intelligence (ICCI) (pp. 103-108). IEEE. https://ieeexplore.ieee.org/abstract/document/9247722
  • Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25, 5261-5280. https://doi.org/10.1007/s10639-020-10219-y
  • Alshammari, S. H. (2020). The Influence of Technical Support, Perceived Self-Efficacy, and Instructional Design on Students' Use of Learning Management Systems. Turkish Online Journal of Distance Education, 21(3), 112-141. https://doi.org/10.17718/tojde.762034
  • Alwi, N. H. M., & Fan, I. S. (2010). E-learning and information security management. International Journal of Digital Society (IJDS), 1(2), 148-156. https://infonomics-society.org/wp-content/uploads/ijds/published-papers/volume-1-2010/E-Learning-and-Information-Security-Management.pdf
  • Antwi-Boampong, A. (2021). An Investigation into Barriers Impacting Against Faculty Blended Learning Adoption. Turkish Online Journal of Distance Education, 22(3), 281-292. https://doi.org/10.17718/tojde.961849
  • Arko-Achemfuor, A. (2017). Student support gaps in an open distance learning context. Issues in Educational Research, 27(4), 658-676. 107 https://search.informit.org/doi/epdf/10.3316/informit.218315282267792
  • Bandara, I., Ioras, F. & Maher, K. (2014). Cyber Security Concerns in E-Learning Education. In: Proceedings of ICERI2014 Conference (728-734), IATED. https://library.iated.org/view/BANDARA2014CYB
  • Bone, J. (2016). Cognitive Risk Framework for Cybersecurity: Bounded Rationality: Executive Summary: Part I. EDPACS, 54(5), 1-11. https://doi.org/10.1080/07366981.2016.1247564
  • Brindley, J. E. (1987). Attrition and completion in distance education: The student's perspective (Doctoral dissertation, University of British Columbia). https://open.library.ubc.ca/soa/cIRcle/collections/ubctheses/831/items/1.0054214
  • Chowdhury, N. H., Adam, M. T., & Teubner, T. (2020). Time pressure in human cybersecurity behavior: Theoretical framework and countermeasures. Computers & Security, 97, 101931. https://doi.org/10.1016/j.cose.2020.101963
  • Creswell, J. W. (2013). Research design: qualitative, quantitative, and mixed methods approaches (4th Edition). London: Sage Publications.
  • Çiftçi, A., & Karakuş, Y. (2019). Dijitalleşen Zamanın İzdüşümünde: Kimliğin, Bedenin ve İletişimin Dönüşümü. AJIT-e: Bilişim Teknolojileri Online Dergisi, 10(37), 7-30. https://doi.org/10.5824/1309-1581.2019.2.001.x
  • Dhillon, M. (2020). Challenges and Issues of E-Learning. In Emerging Trends in Big Data IoT, and Cybersecurity (182-184).
  • Durak, G. (2017). Uzaktan eğitimde destek hizmetlerine genel bakış: sorunlar ve eğilimler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(4), 160-173. https://dergipark.org.tr/en/pub/auad/issue/34247/378493
  • El Turk, S. & Cherney, I. (2016). Perceived online education barriers of administrators and faculty at a U.S. university in Lebanon. Creighton Journal of Interdisciplinary Leadership, 2(1), 5-31. https://dx.doi.org/10.17062/CJIL.v2i1.30
  • Fırat, M. (2016). 21. Yüzyılda Uzaktan Öğretimde Paradigma Değişimi. Yüksekögretim ve Bilim Dergisi, 6(2), 142-150. https://doi.org/10.5961/jhes.2016.151
  • Fırat, M. (2020). Öğrenci destek servislerinde doğal dil işleme: GPT-3 örneği. In International Conference of Strategic Research in Social Science and Education (pp. 532-536). 109 https://www.researchgate.net/profile/Mehmet-Firat-4/publication/347929179_Ogrenci_Destek_Servislerinde_Dogal_Dil_Isleme_GPT-3_Ornegi_Natural_Language_Processing_in_Student_Support_Services_Case_of_GPT-3/links/5fe7af9f45851553a0f5b455/Oegrenci-Destek-Servislerinde-Dogal-Dil-Isleme-GPT-3-Oernegi-Natural-Language-Processing-in-Student-Support-Services-Case-of-GPT-3.pdf
  • Fırat, M. (2021). Uygulamadan Kurama Açık ve Uzaktan Öğrenme (2. Baskı). Nobel Yayınları.
  • Fischer, E. A. (2016). Cybersecurity issues and challenges: In brief. https://a51.nl/sites/default/files/pdf/R43831.pdf
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th Edition). New York: McGrae-Hill Companies.
  • Genç Kumtepe, E., Toprak, E., Öztürk, A., Tuna Büyükköse, G., Kılınç, H., & Aydın Menderis, İ. (2019). Açık ve uzaktan öğrenmede destek hizmetleri: Yerelden küresele bir model önerisi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 5(3), 41-80. https://dergipark.org.tr/en/pub/auad/issue/50201/645975
  • Gutiérrez-Santiuste, E., Gámiz-Sánchez, V. M., & Gutiérrez-Pérez, J. (2015). MOOC & B-learning: Students' Barriers and Satisfaction in Formal and Non-formal Learning Environments. Journal of Interactive Online Learning, 13(3). https://www.ncolr.org/jiol/issues/pdf/13.3.1.pdf
  • Gümüş, S. (2020). Açık ve Uzaktan Öğrenme Destek Hizmetlerinde Teknolojinin Kullanımı. M. Kesim & T. V. Yüzer (Eds.). Açık ve Uzaktan Öğrenmenin Teknoloji Boyutu (263-283). Ankara: Pegem Yayınları. 110
  • IBM (2021). Why Human Error is #1 Cyber Security Threat to Business in 2021. Erişim Adresi: https://thehackernews.com/2021/02/why-human-error-is-1-cyber-security.html#:~:text='Human%20error%20was%20a%20major,in%2095%25%20of%20all%20breaches.&text=Mitigation%20of%20human%20error%20must,cyber%20business%20security%20in%202021. (Son erişim tarihi: 30.01.2022)
  • Jang-Jaccard, J. & Nepal, S. (2014). A survey of emerging threats in cybersecurity. Journal of Computer and System Sciences, 80(5), 973-993. https://doi.org/10.1016/j.jcss.2014.02.005
  • Keast, D. A. (1997). Toward an effective model for implementing distance education programs. American Journal of Distance Education, 11(2), 39-55. https://doi.org/10.1080/08923649709526960
  • Khanna, P. & Basak P. (2013). An OER architecture framework: Needs and design. The International Review of Research in Open and Distributed Learning, 14(1), 66-83. https://doi.org/10.19173/irrodl.v14i1.1355
  • Lee, J. Y. (2003). Current status of learner support in distance education: emerging issues and directions for future research. Asia Pacific Education Review, 4(2), 181-188. https://link.springer.com/article/10.1007/BF03025360
  • Li, J. H. (2018). Cyber security meets artificial intelligence: a survey. Frontiers of Information Technology & Electronic Engineering, 19(12), 1462-1474. https://link.springer.com/article/10.1631/FITEE.1800573
  • Malyuk, A., & Miloslavskaya, N. (2016, July). Cybersecurity culture as an element of IT professional training. In 2016 Third International Conference on Digital Information Processing, Data Mining, and Wireless Communications (DIPDMWC) (pp. 205-210). IEEE. https://ieeexplore.ieee.org/abstract/document/7529390
  • Miles, M. B & Huberman, A. M. (1994). Qualitative Data Analysis. London: Sage Publication.
  • Minh Hoang T. B., Dang-Pham, D., Hoang, A. P., Le Gia, B. & Nkhoma, M. (2020). Network Analytics for Improving Students’ Cybersecurity Awareness in Online Learning Systems. In 2020 RIVF International Conference on Computing and Communication Technologies (RIVF) (1-7). IEEE. https://ieeexplore.ieee.org/abstract/document/9140781
  • Muilenburg, Y. L. & Berge, Z. (2005). Student barriers to online learning: a factor analytic study. Distance Education, 26(1), 29–48. https://doi.org/10.1080/01587910500081269
  • Nespoli, P., Papamartzivanos, D., Mármol, F. G., & Kambourakis, G. (2018). Optimal countermeasures selection against cyber-attacks: A comprehensive survey on reaction frameworks. IEEE Communications Surveys & Tutorials, 20(2), 1361-1396. https://ieeexplore.ieee.org/abstract/document/8169023
  • Okur, R. (2012). Açık ve uzaktan öğrenmede öğretim elemanlarına yönelik çevrimiçi destek sistemi tasarımı (Doctoral Dissertation, Anadolu University).
  • Peters, O. (1993). Distance education in a postindustrial society. D. Keegan (Ed.). Theoretical principles of distance education (39-58). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203983065-5/distance-education-postindustrial-society-otto-peters
  • Peters, O. (2002). Distance education in transition: New trends and challenges (5th Ed.). BIS Verlag. https://oops.uni-oldenburg.de/550/2/petdis02.pdf
  • Peters, O. (2010). The theory of the „Most industrialized education‟. Distance education in transition: Developments and issues, 11-32.
  • Reegård, K., Blackett, C., & Katta, V. (2019). The concept of cybersecurity culture. In 29th European Safety and Reliability Conference (pp. 4036-4043). doi: 10.3850/978-981-11-2724-3_0761-cd
  • Rekkedal, T. (1981). Introducing the Personal Tutor/Counsellor in the System of Distance Education. Project Report 1: Experiment Description. https://eric.ed.gov/?id=ED235774
  • Roddy, C., Amiet, D. L., Chung, J., Holt, C., Shaw, L., McKenzie, S., Garicaldis, F., Lodge, J. M. & Mundy, M. E. (2017). Applying best practice online learning, teaching, and support to intensive online environments: an integrative review. Frontiers in Education 2(59). https://doi.org/10.3389/feduc.2017.00059
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Yıl 2024, Cilt: 7 Sayı: 2, 254 - 272, 31.05.2024
https://doi.org/10.31681/jetol.1400843

Öz

Kaynakça

  • Alexei, A. (2021). Cyber security strategies for higher education institutions. Journal of Engineering Science, 2021(4), 74-92. https://doi.org/10.52326/jes.utm.2021.28(4).07
  • Alexei, A., & Alexei, A. (2021). Cyber Security Threat Analysis In Higher Education Institutions As A Result Of Distance Learning. International Journal of Scientific & Technology Research, 10, 128-133. ISSN 2277-8616. https://ibn.idsi.md/vizualizare_articol/163773
  • Alferidah, D. K., & Jhanjhi, N. Z. (2020, October). Cybersecurity impact over bigdata and iot growth. In 2020 International Conference on Computational Intelligence (ICCI) (pp. 103-108). IEEE. https://ieeexplore.ieee.org/abstract/document/9247722
  • Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25, 5261-5280. https://doi.org/10.1007/s10639-020-10219-y
  • Alshammari, S. H. (2020). The Influence of Technical Support, Perceived Self-Efficacy, and Instructional Design on Students' Use of Learning Management Systems. Turkish Online Journal of Distance Education, 21(3), 112-141. https://doi.org/10.17718/tojde.762034
  • Alwi, N. H. M., & Fan, I. S. (2010). E-learning and information security management. International Journal of Digital Society (IJDS), 1(2), 148-156. https://infonomics-society.org/wp-content/uploads/ijds/published-papers/volume-1-2010/E-Learning-and-Information-Security-Management.pdf
  • Antwi-Boampong, A. (2021). An Investigation into Barriers Impacting Against Faculty Blended Learning Adoption. Turkish Online Journal of Distance Education, 22(3), 281-292. https://doi.org/10.17718/tojde.961849
  • Arko-Achemfuor, A. (2017). Student support gaps in an open distance learning context. Issues in Educational Research, 27(4), 658-676. 107 https://search.informit.org/doi/epdf/10.3316/informit.218315282267792
  • Bandara, I., Ioras, F. & Maher, K. (2014). Cyber Security Concerns in E-Learning Education. In: Proceedings of ICERI2014 Conference (728-734), IATED. https://library.iated.org/view/BANDARA2014CYB
  • Bone, J. (2016). Cognitive Risk Framework for Cybersecurity: Bounded Rationality: Executive Summary: Part I. EDPACS, 54(5), 1-11. https://doi.org/10.1080/07366981.2016.1247564
  • Brindley, J. E. (1987). Attrition and completion in distance education: The student's perspective (Doctoral dissertation, University of British Columbia). https://open.library.ubc.ca/soa/cIRcle/collections/ubctheses/831/items/1.0054214
  • Chowdhury, N. H., Adam, M. T., & Teubner, T. (2020). Time pressure in human cybersecurity behavior: Theoretical framework and countermeasures. Computers & Security, 97, 101931. https://doi.org/10.1016/j.cose.2020.101963
  • Creswell, J. W. (2013). Research design: qualitative, quantitative, and mixed methods approaches (4th Edition). London: Sage Publications.
  • Çiftçi, A., & Karakuş, Y. (2019). Dijitalleşen Zamanın İzdüşümünde: Kimliğin, Bedenin ve İletişimin Dönüşümü. AJIT-e: Bilişim Teknolojileri Online Dergisi, 10(37), 7-30. https://doi.org/10.5824/1309-1581.2019.2.001.x
  • Dhillon, M. (2020). Challenges and Issues of E-Learning. In Emerging Trends in Big Data IoT, and Cybersecurity (182-184).
  • Durak, G. (2017). Uzaktan eğitimde destek hizmetlerine genel bakış: sorunlar ve eğilimler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(4), 160-173. https://dergipark.org.tr/en/pub/auad/issue/34247/378493
  • El Turk, S. & Cherney, I. (2016). Perceived online education barriers of administrators and faculty at a U.S. university in Lebanon. Creighton Journal of Interdisciplinary Leadership, 2(1), 5-31. https://dx.doi.org/10.17062/CJIL.v2i1.30
  • Fırat, M. (2016). 21. Yüzyılda Uzaktan Öğretimde Paradigma Değişimi. Yüksekögretim ve Bilim Dergisi, 6(2), 142-150. https://doi.org/10.5961/jhes.2016.151
  • Fırat, M. (2020). Öğrenci destek servislerinde doğal dil işleme: GPT-3 örneği. In International Conference of Strategic Research in Social Science and Education (pp. 532-536). 109 https://www.researchgate.net/profile/Mehmet-Firat-4/publication/347929179_Ogrenci_Destek_Servislerinde_Dogal_Dil_Isleme_GPT-3_Ornegi_Natural_Language_Processing_in_Student_Support_Services_Case_of_GPT-3/links/5fe7af9f45851553a0f5b455/Oegrenci-Destek-Servislerinde-Dogal-Dil-Isleme-GPT-3-Oernegi-Natural-Language-Processing-in-Student-Support-Services-Case-of-GPT-3.pdf
  • Fırat, M. (2021). Uygulamadan Kurama Açık ve Uzaktan Öğrenme (2. Baskı). Nobel Yayınları.
  • Fischer, E. A. (2016). Cybersecurity issues and challenges: In brief. https://a51.nl/sites/default/files/pdf/R43831.pdf
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th Edition). New York: McGrae-Hill Companies.
  • Genç Kumtepe, E., Toprak, E., Öztürk, A., Tuna Büyükköse, G., Kılınç, H., & Aydın Menderis, İ. (2019). Açık ve uzaktan öğrenmede destek hizmetleri: Yerelden küresele bir model önerisi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 5(3), 41-80. https://dergipark.org.tr/en/pub/auad/issue/50201/645975
  • Gutiérrez-Santiuste, E., Gámiz-Sánchez, V. M., & Gutiérrez-Pérez, J. (2015). MOOC & B-learning: Students' Barriers and Satisfaction in Formal and Non-formal Learning Environments. Journal of Interactive Online Learning, 13(3). https://www.ncolr.org/jiol/issues/pdf/13.3.1.pdf
  • Gümüş, S. (2020). Açık ve Uzaktan Öğrenme Destek Hizmetlerinde Teknolojinin Kullanımı. M. Kesim & T. V. Yüzer (Eds.). Açık ve Uzaktan Öğrenmenin Teknoloji Boyutu (263-283). Ankara: Pegem Yayınları. 110
  • IBM (2021). Why Human Error is #1 Cyber Security Threat to Business in 2021. Erişim Adresi: https://thehackernews.com/2021/02/why-human-error-is-1-cyber-security.html#:~:text='Human%20error%20was%20a%20major,in%2095%25%20of%20all%20breaches.&text=Mitigation%20of%20human%20error%20must,cyber%20business%20security%20in%202021. (Son erişim tarihi: 30.01.2022)
  • Jang-Jaccard, J. & Nepal, S. (2014). A survey of emerging threats in cybersecurity. Journal of Computer and System Sciences, 80(5), 973-993. https://doi.org/10.1016/j.jcss.2014.02.005
  • Keast, D. A. (1997). Toward an effective model for implementing distance education programs. American Journal of Distance Education, 11(2), 39-55. https://doi.org/10.1080/08923649709526960
  • Khanna, P. & Basak P. (2013). An OER architecture framework: Needs and design. The International Review of Research in Open and Distributed Learning, 14(1), 66-83. https://doi.org/10.19173/irrodl.v14i1.1355
  • Lee, J. Y. (2003). Current status of learner support in distance education: emerging issues and directions for future research. Asia Pacific Education Review, 4(2), 181-188. https://link.springer.com/article/10.1007/BF03025360
  • Li, J. H. (2018). Cyber security meets artificial intelligence: a survey. Frontiers of Information Technology & Electronic Engineering, 19(12), 1462-1474. https://link.springer.com/article/10.1631/FITEE.1800573
  • Malyuk, A., & Miloslavskaya, N. (2016, July). Cybersecurity culture as an element of IT professional training. In 2016 Third International Conference on Digital Information Processing, Data Mining, and Wireless Communications (DIPDMWC) (pp. 205-210). IEEE. https://ieeexplore.ieee.org/abstract/document/7529390
  • Miles, M. B & Huberman, A. M. (1994). Qualitative Data Analysis. London: Sage Publication.
  • Minh Hoang T. B., Dang-Pham, D., Hoang, A. P., Le Gia, B. & Nkhoma, M. (2020). Network Analytics for Improving Students’ Cybersecurity Awareness in Online Learning Systems. In 2020 RIVF International Conference on Computing and Communication Technologies (RIVF) (1-7). IEEE. https://ieeexplore.ieee.org/abstract/document/9140781
  • Muilenburg, Y. L. & Berge, Z. (2005). Student barriers to online learning: a factor analytic study. Distance Education, 26(1), 29–48. https://doi.org/10.1080/01587910500081269
  • Nespoli, P., Papamartzivanos, D., Mármol, F. G., & Kambourakis, G. (2018). Optimal countermeasures selection against cyber-attacks: A comprehensive survey on reaction frameworks. IEEE Communications Surveys & Tutorials, 20(2), 1361-1396. https://ieeexplore.ieee.org/abstract/document/8169023
  • Okur, R. (2012). Açık ve uzaktan öğrenmede öğretim elemanlarına yönelik çevrimiçi destek sistemi tasarımı (Doctoral Dissertation, Anadolu University).
  • Peters, O. (1993). Distance education in a postindustrial society. D. Keegan (Ed.). Theoretical principles of distance education (39-58). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203983065-5/distance-education-postindustrial-society-otto-peters
  • Peters, O. (2002). Distance education in transition: New trends and challenges (5th Ed.). BIS Verlag. https://oops.uni-oldenburg.de/550/2/petdis02.pdf
  • Peters, O. (2010). The theory of the „Most industrialized education‟. Distance education in transition: Developments and issues, 11-32.
  • Reegård, K., Blackett, C., & Katta, V. (2019). The concept of cybersecurity culture. In 29th European Safety and Reliability Conference (pp. 4036-4043). doi: 10.3850/978-981-11-2724-3_0761-cd
  • Rekkedal, T. (1981). Introducing the Personal Tutor/Counsellor in the System of Distance Education. Project Report 1: Experiment Description. https://eric.ed.gov/?id=ED235774
  • Roddy, C., Amiet, D. L., Chung, J., Holt, C., Shaw, L., McKenzie, S., Garicaldis, F., Lodge, J. M. & Mundy, M. E. (2017). Applying best practice online learning, teaching, and support to intensive online environments: an integrative review. Frontiers in Education 2(59). https://doi.org/10.3389/feduc.2017.00059
  • Sewart, D. (1980). Creating an information base for an individualized support system in distance education. Distance Education, 1(2), 171-187. https://doi.org/10.1080/0158791800010204
  • Simon, H. A. (1955). A behavioral model of rational choice. The quarterly journal of economics, 69(1), 99-118. https://doi.org/10.2307/1884852
  • Simon, H. A. (1972). Complexity and the representation of patterned sequences of symbols. Psychological review, 79(5), 369. https://doi.org/10.1037/h0033118
  • Simon, H. A. (1976). From substantive to procedural rationality. In 25 years of economic theory (65-86). Springer, Boston, MA. https://link.springer.com/chapter/10.1007/978-1-4613-4367-7_6
  • Somayajulu, B. K., & Ramakrishna, T. (2008). Distance learners and support services: current trends and prospects. https://oasis.col.org/items/dc6c32c1-75ea-4873-b82f-4f4240ee37e8
  • Thomas, G. (2021). How to do your case study. London: Sage. https://www.torrossa.com/en/resources/an/5018110
  • Tuquero, J. M. (2011). A meta-ethnographic synthesis of support services in distance learning programs. Journal of Information Technology Education, 10, 157-179. https://www.jite.informingscience.org/documents/Vol10/JITEv10IIPp157-179Tuquero974.pdf
  • Ulven, J. B., & Wangen, G. (2021). A systematic review of cybersecurity risks in higher education. Future Internet, 13(2), 39. https://doi.org/10.3390/fi13020039
  • Udroiu, A. M. (2017). The cybersecurity of elearning platforms. In Conference proceedings of» eLearning and Software for Education «(eLSE) (Vol. 13, No. 01, pp. 374-379). Carol I National Defence University Publishing House. https://www.ceeol.com/search/article-detail?id=540463
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (9. Baskı). Ankara: Seçkin.
  • Yin, R. K. (2017). Applications of case study research (3th Ed.). London: Sage. https://open.metu.edu.tr/handle/11511/70532
  • Yumurtacı, O. (2020). Öğrenen, Öğreten ve Teknoloji. M. Kesim & T. V. Yüzer (Eds.). Açık ve Uzaktan Öğrenmenin Teknoloji Boyutu (1-27). Ankara: Pegem Yayınları. 115
  • Zawacki-Richter, O. (2019). The Industrialization Theory of Distance Education Revisited. I. Jund (Ed.). Open and Distance Education Theory Revisited Implications fort the Digital Era (21-29). Springer: Singapore. https://link.springer.com/chapter/10.1007/978-981-13-7740-2_3
  • Zhang, Z., Ning, H., Shi, F., Farha, F., Xu, Y., Xu, J., ... & Choo, K. K. R. (2021). Artificial intelligence in cyber security: research advances, challenges, and opportunities. Artificial Intelligence Review, 1-25. https://doi.org/10.1007/s10462-021-09976-0
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Teknolojisi ve Bilgi İşlem
Bölüm Makaleler
Yazarlar

Sehla Ertan 0000-0001-8171-2605

T. Volkan Yüzer 0000-0002-8316-6115

Yayımlanma Tarihi 31 Mayıs 2024
Gönderilme Tarihi 5 Aralık 2023
Kabul Tarihi 31 Mayıs 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 7 Sayı: 2

Kaynak Göster

APA Ertan, S., & Yüzer, T. V. (2024). Examination of cybersecurity in open and distance learning within the scope of technical support services. Journal of Educational Technology and Online Learning, 7(2), 254-272. https://doi.org/10.31681/jetol.1400843


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