Original scientific paperIn assuring the security in information technology, user awareness and acquired-user habits are inevitable components, yet they may be qualified as the feeblest ones. As the information technology tries to put its best in providing maximum security, user awareness plays a key-role. Additionally, although the literature provides studies on approaches for teaching information security, there are not many evidences on the impact of education level. Therefore, this study investigates the impact of the education level on user security awareness in using the Information and Communication Technology (ICT) products. For this purpose, a survey was conducted among 433 citizens from different layers of the society. Interestingly, the results indicated that education level has significant impact on all security issues included in the analysis regarding computer usage, web usage and e-mail usage. Keywords: Education and ICT security awareness, Education and ICT usage, E-mail security, Computer security, Web security Utjecaj obrazovanja na sigurnosne mjere u ICTIzvorni znanstveni članak U provođenju sigurnosnih mjera u informatičkoj tehnologiji, svijest i stečene radne navike korisnika neizbježne su komponente. Ipak, može ih se označiti i kao najslabije. Premda informatička tehnologija nastoji činiti najviše što može da bi osigurala maksimum sigurnosti, svijest korisnika o tome je ključna. Uz to, iako se u literaturi mogu naći radovi koji se bave načinima podučavanja sigurnosti u informatici, nema ih mnogo koji razmatraju utjecaj stupnja obrazovanja. Stoga se u ovom radu ispituje utjecaj stupnja obrazovanja na to koliko su korisnici svjesni potrebe primjene zaštitnih mjera pri korištenju proizvoda informatičke i komunikacijske tehnologije (ICT). U tu je svrhu provedeno ispitivanje na grupi od 433 građana, pripadnika raznih društvenih slojeva. Zanimljivo je da su rezultati pokazali kako nivo obrazovanja značajno utječe na pitanja vezana uz provođenje zaštitnih mjera kad se radi o uporabi računala, internetske mreže i e-pošte.
Abstract-Teaching data communication and networks is one of the challenging tasks in information systems education. It should include a good deal of theoretical and practical education mutually. Students frequently encounter with new applications and networking problems in their ever day practices. Introducing network diagnostic tools and experiencing problem solving in computer networks should be significant components of network education. In this study we have presented the results of an educational methodology change in teaching data communication and networks course. Students are forced to solve more problems and have more hands on practices. The findings point to a better educational achievement when compared with the previous teaching methodology.Index Terms-Data communication and network education, educational methodology, problem-based learning. I. INTRODUCTIONTeaching and learning are still phenomenon on which educational and cognitive scientists have ongoing researches. Teaching process, with a high level of abstraction, is defined as "to cause or help (a person or animal) to learn how to do something by giving lessons and showing how it is done", whereas learning is referred as "to gain knowledge or skill by studying, practicing, being taught, or experiencing something" [1]. With these definitions, one can easily deduce that the essential components of teaching and learning processes are; having lessons, studying, practicing and gaining experience. Moreover, these components may be classified as theoretical and practical groups, such that having lessons and studying fall in to theoretical group and practicing and gaining experience fall in to practical group. Educational and applicative requirements for these two component classes are quite different than the other. Theoretical group call for logical and procedural understanding while practical group requires experimenting and hands-on implementations. Therefore practical group generally necessitates a special learning environment, such as a laboratory, and particularly engineered experimental problems. Additionally practicing and gaining experience require reasonably more time than theoretical studying and tools to be acquired. Hence, in most of the learning environments in the universities, theoretical teaching is preferred as educational methodology (curriculum, course contents and educational environment), neglecting the noteworthy component of learning; that is to gain experience.On the other hand, in order to enhance logical Manuscript received June 26, 2015; revised December 12, 2015. Atila Bostan is with the Computer Engineering Department, Atılım University, Kizilcasar Mah. Incek-Golbasi, Ankara, Turkey (e-mail: atila.bostan@atilim.edu.tr).understanding, to facilitate gaining real life practices and to measure educational achievements adequately, problem solving approach can be used in educational settings as well [2]. Problem solving entails significant amount of theoretical knowledge and experience collectively. It intrinsically includes t...
SSL-based web services are the most common technology in secure transactions on the Internet today. The security level of these services is inevitably related with that of digital certificates and user awareness. With the high number of nonconforming digital certificate usage, which eventually invokes warning messages on the Internet, users are implicitly forced to develop unsecure usage habits. In this study, we have studied the implicit learning effect of certificate warning messages on the SSL web pages. We have conducted two different experimental studies on university students and on instructors in IT departments. The results point to acquired indifference towards these warnings in users.
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