proceedings of Student Mobility and ICT: Can E-LEARNING

A Multi-factor Authentication Model for E-learners and Virtual
Learning Systems.
Federated Approach
Godfried Williams
University of East London, School of Computing and Technology, UK
G.Williams@uel.ac.uk
Abstract: There has been continuous awareness raised regarding the role of security and
trust for both developers and users employing and deploying E-learning technology and
virtual learning systems. Although end users and stakeholders of these systems consider
and perceive security as a bottleneck, its importance in ensuring data integrity and
availability can not be underestimated, given the nature of the infrastructure that drive
these services.
The internet, mobile networks and educational resource for teaching and learning form
the pivot of virtual learning systems. This work explores a Multi-factor authentication
information security and assurance model for authenticating E-learners and (VL) virtual
learning systems. The elements of the model include but not limited to identity federation
and anti-spoofing.
It examines authentication issues that arise during e-learning. The issues discussed
include integrity, availability of learning resources as well as confidentiality. The
research outcomes from this work suggest authentication issues have not been adequately
addressed nor given due prominence in implementation and post implementation of
electronic systems that drive remote and distance learning activities.
Introduction
The introduction of VLEs poses new challenges in contemporary information age. Although these
challenges cut across different aspects of human computer interaction and cybernetics, there has been an
oversight or underestimation of the importance of information security and assurance and impact on
learners and these systems.
Challenges
The main challenges of multi-factor authentication are as follows; User friendliness or usability,
Access to Data and concurrency issues, Performance due to excessive security and migration and mobility.
The deployment strategy of VLEs should therefore be driven by the requirements of individual systems.
This paper is organised as follows; section 1 introduction and definitions of E-learning and VLEs, section 2
outlines common tools of VLEs, section 3 a discussion of security requirements and goals in VLEs, section
4 a presentation of multi-factor authentication model and section 5 discussions.
Definitions of VLEs
A Virtual Learning System or VLE is a computer program or computer platform designed to drive
computer based learning or e-learning system. E-learning systems are also called (LMS) Learning
Management Systems, (LSS) Learning Support Systems, (CMS) Course Management Systems. VLE uses
standard client-server architecture in a distributed environment. Below is a conceptual client-server model.
VL can be described as a form of electronic learning beyond physical boundaries of the learning
environment Williams& Jahankhani (2006).
Common Tools
Common VLE tools for developing and driving VLEs include but not limited to blackboard,
firstclass, EFRONT, WEBCT (Part of blackboard, Dokeos, Cyber Extension. Facilities available to these
tools are “SETUP, BROWSE, UPLOAD, APPEND, UPDATE, MODIFY and DELETE”. The
communication in VLE is both Asynchronous and Synchronous.
Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 128