The activity theory framework to analyze the security aspect of e-learning in South African Higher Education spaces: a case study of CPUT

Abstract

When utilized wisely, networked e-Learning solutions can expand access to educational opportunities in underdeveloped areas. Mostly because a learning management system (LMS) is not only an education facilitator, but also a management tool for storage, retrieval and exchange of content beyond distance, space and time constraints. However, e-Learning systems would lose integrity when security aspects are ignored. With a realization of security concerns in local higher education e-Learning spaces, the authors investigated the extent and causes of existing security threats, security awareness and the in/effectiveness of security measures in an e-Learning system at the Cape Peninsula University of Technology (CPUT). The activity theory (AT) was used as an analytical framework towards this end. It offers a holistic approach to viewing e-learning security as an activity system composed of actors, goals, mediating factors (including tool, rules and information flows), activities and outcomes, with tensions between these aspects determining positive or negative outcomes. Findings show limitations in terms of security measures, with poor adherence to security guidelines as a major shortfall in this institution. Thus, a continuous review of network policy, awareness measures, consolidated communication between stakeholders and enforcement of security compliance across all institutional departments is recommended.