Smart CitationsSee how this article has been cited at scite.ai
scite shows how a scientific paper has been cited by providing the context of the citation, a classification describing whether it supports, mentions, or contrasts the cited claim, and a label indicating in which section the citation was made.
- Record: found
- Abstract: found
- Conference Proceedings: found
Privacy and security in online teaching during the COVID-19 pandemic: experiences and concerns of teachers in UK higher education
Content
Author and article information
REFERENCES
Alhubaishy, A., & Aljuhani, A. (2021). The challenges of instructors' and students’ attitudes in digital transformation: A case study of Saudi universities. Education and Information Technologies, 26, 1–16.
Almekhled, B. & Petrie, H. (2023a). UK Students’ concerns about security and privacy of online higher education digital technologies in the coronavirus pandemic. In Proceedings of the 15th International Conference on Computer Supported Education - Volume 2, pp 483-492.
Almekhled, B. & Petrie, H. (2023b). Concerns of Saudi higher education students about the security and privacy of online digital technologies during the coronavirus pandemic. 19th International Conference of Technical Committee 13 (Human-Computer Interaction) of IFIP (International Federation for Information Processing).
Bedenlier, S., Wunder, I., Glaser-Zikuda, M., Kammerl, R., Kopp, B., Ziegler, A., & Handel, M. (2021). “Generation invisible”?: Higher education students’ (non)use of webcams in synchronous online learning. International Journal of Educational Research Open, 2,100068.
Braun, V., Clarke, V., Hayfield, N. & Terry, G. (2019). Thematic analysis. In P. Liamputtong (Ed.), Handbook of Research Methods in Health Social Sciences. Singapore: Springer Nature.
Curran, P.G., & Hauser, K. (2019). I’m paid biweekly, just not by leprechauns: evaluating valid-but-incorrect response rates to attention check items. Journal of Research in Personlity 82, 103849.
Emami-Naeini, P., Francisco, T., Kohno, T., & Roesner, F. (2021). Understanding privacy attitudes and concerns towards remote communications during the COVID-19 pandemic. Symposium on Usable Privacy and Security (SOUPS ‘21) (online only). USENIX.
Gherhes, V., Simon, S., & Para, I. (2021). Analysing students’ reasons for keeping their webcams on or off during online classes. Sustainability, 13, 3203.
Higher Education Statistics Agency (HESA) (2023). Higher education staff data. Available at: https://www.hesa.ac.uk/news/19-01-2021/sb259-higher-education-staff-statistics
Kozar, O. (2016). Perceptions of webcam use by experienced online teachers and learners: A seeming disconnect between research and practice. Computer Assisted Language Learning, 29(4),779–789.
Müller, A.M., Goh, C., Lim, L.Z., & Gao, X. (2021). COVID-19 emergency e-learning and beyond experiences and perspectives of university educators. Education Sciences, 11, Art. 19.
National Cyber Security Centre (NCSC): What is cybersecurity? Available at: https://www.ncsc.gov.uk/section/about-ncsc/what-is-cyber-security
Oesch, S., Abu-Salma, R., Diallo, O., Krämer, J., Simmons, J., Wu, J., & Ruoti, S. (2020). Understanding user perceptions of security and privacy for group chat: a survey of users in the US and UK. Proceedings of Annual Computer Security Applications Conference (ACSAC ’20). New York:ACM Press.
Patterson, Z. R., Gabrys, R. L., Prowse, R. K., Abizaid, A. B., Hellemans, K. G., & McQuaid, R. J. (2021). The influence of COVID-19 on stress, substance use, and mental health among postsecondary students. Emerging Adulthood, 9(5),516–530.
Petchamé, J., Iriondo, I., & Azanza, G. (2022). “Seeing and Being Seen” or just “Seeing” in a smart classroom context when videoconferencing: A user experience-based qualitative research on the use of cameras. International Journal of Environmental Research and Public Health, 19(15), 9615.
Pressley, T., Ha, C., & Learn, E. (2021). Teacher stress and anxiety during COVID-19: An empirical study. School Psychology, 36(5), 367–376.
Reedy, A., Pfitzner, D., Rook, L., Ellis, L. (2021): Responding to the COVID-19 emergency: student and academic staff perceptions of academic integrity in the transition to online exams at three Australian universities. International Journal for Educational Integrity, 17(1), 1–32
Schatz, D., Bashroush, R., & Wall, J. (2017). Towards a more representative definition of cyber security. Journal of Digital Forensics, Security and Law, 12(2), Art 8 (2017).
Steinberg, J. (2019): Cybersecurity for dummies. Wiley.
Vital-López, L., García-García, R., Rodríguez-Reséndíz, J., Paredes-García, W.J., Zamora-Antuñano, M.A., Oluyomi-Elufisan, T., Rodríguez-Reséndiz, H., Álvarez Sánchez, A.R., & Cruz-Pérez, M.A. (2022). The impacts of COVID-19 on technological and polytechnic university teachers. Sustainability, 14(8), 4593.
Windley, P.J. (2005). Digital identity: unmasking identity management architecture. O’Reilly
Yarmand, M., Solyst, J., Klemmer, S., & Weibel, N. (2021). “It feels like I am talking into a void”: Understanding interaction gaps in synchronous online classrooms. In Proceedings of ACM Conference on Human Factors in Computing Systems (CHI ’21). New York: ACM Press
Zamora-Antuñano, M. A., Rodríguez-Reséndiz, J., Cruz-Pérez, M. A., Rodríguez Reséndíz, H., Paredes-García, W. J., & Díaz, J. a. G. (2021). Teachers’ perception in selecting virtual learning platforms: A case of Mexican higher education during the COVID-19 crisis. Sustainability, 14(1), 195.