Procrastination appears to be an inevitable part of daily life, especially for activities that are bounded by deadlines. It has implications for performance and is known to be linked to poor personal time management. Although research related to procrastination as a general behavior has been well established, studies assessing procrastination in the context of online learning activities are scarce. In the exploratory investigative phase of this study, advanced data analytic techniques were used to gather information about online exams. The dataset included 1,629 online exam records over a period of five terms in an academic institution in the southeastern United States. The online exams were provided during a weeklong timeframe where students were asked to take them based on material they studied the previous week. Task performance time and task performance window were fixed for all records extracted. Results of this study indicate that when it comes to online exams, over half (58%) of the students tend to procrastinate, while the rest (42%) stage their work to avoid procrastination. However, those who procrastinated appeared to perform significantly lower than those who staged their work. Clear trends were also observed based on whether the students attempted exams in the morning or the evening, their academic level, and gender. Doctoral Studies (IJDS), as well as in peer-reviewed conference proceedings. Additionally, he published invited book chapters and encyclopedias. His research publications have been cited by over 200 peer-reviewed manuscripts. To find out more about him, please his Website: tion mmerce visit du/~levyy/ http://scis.nova.e Dr. Michelle Ramim is a part-time professor at the Huizenga School of Business and Entrepreneurship at Nova Southeastern University. She has extensive experience in information technology (IT) consulting. Dr. Ramim directed the development and implementations of several IT projects including promotional and interactive websites for major enterprises such as Debeer (Diamond Trading Company). Her current research interests include ethical issues with IT, information security and crisis management, legal aspects of computing, as well as ethical decision making. She has published articles in peer-reviewed outlets including journals, conference proceedings, encyclopedias, and an invited chapter. Moreover, she has been serving as a referee research reviewer for national and international scientific journals, conference proceedings, as well as MIS textbooks. She earned her Bachelor's degree from Barry University in Miami Florida. Dr. Ramim has received her Executive MBA from Florida International University. She completed her Ph.D. in Information Systems at the Graduate School of Computer and Information Sciences, Nova Southeastern University in the area of ethical decision making. You can find her Website via: http://www.nova.edu/~ramim/

Purpose Users’ mistakes due to poor cybersecurity skills result in up to 95 per cent of cyber threats to organizations. Threats to organizational information systems continue to result in substantial financial and intellectual property losses. This paper aims to design, develop and empirically test a set of scenarios-based hands-on tasks to measure the cybersecurity skills of non-information technology (IT) professionals. Design/methodology/approach This study was classified as developmental in nature and used a sequential qualitative and quantitative method to validate the reliability of the Cybersecurity Skills Index (CSI) as a prototype-benchmarking tool. Next, the prototype was used to empirically test the demonstrated observable hands-on skills level of 173 non-IT professionals. Findings The importance of skills and hands-on assessment appears applicable to cybersecurity skills of non-IT professionals. Therefore, by using an expert-validated set of cybersecurity skills and scenario-driven tasks, this study established and validated a set of hands-on tasks that measure observable cybersecurity skills of non-IT professionals without bias or the high-stakes risk to IT. Research limitations/implications Data collection was limited to the southeastern USA and while the sample size of 173 non-IT professionals is valid, further studies are required to increase validation of the results and generalizability. Originality/value The validated and reliable CSI operationalized as a tool that measures the cybersecurity skills of non-IT professionals. This benchmarking tool could assist organizations with mitigating threats due to vulnerabilities and breaches caused by employees due to poor cybersecurity skills.

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Purpose -Concerns for information security in e-learning systems have been raised previously. In the pursuit for better authentication approaches, few schools have implemented students' authentication during online exams beyond passwords. This paper aims to assess e-learners' intention to provide multibiometric data and use of multibiometrics during online exams. Design/methodology/approach -Based on data collected from 163 e-learners from two institutions, the authors compared such measures when provided by their university versus by a third-party service vendor. The multibiometrics discussed included fingerprint, face, and voice recognition. Findings -The results show a clear indication by the learners that they are significantly more willing to provide their biometric data and intend to use multibiometrics when provided by their university compared with same services provided by a third-party vendor. Research limitations/implications -Research implications include the need for better understanding of multibiometrics implementations in educational settings. Practical implications -The findings are profound for vendors of multibiometrics as they must adjust their approach when implementing such technologies at higher educational institutions, rather than simply opt to license the use of such solutions and to host them. Originality/value -This study helps higher educational institutions better understand that learners do not appear to object to the use of multibiometrics technologies during online exams, rather the way in which such technologies are implemented and managed on-campus.