Browsing by Author "Alzahrani, Eman"

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Investigating Cyber Security Risk Management of E learning Systems: A Case Study of UK Educational System
(Royal Holloway Project Management, 2024-08) Alzahrani, Eman; Olumide, Ojo
Abstract This research project aims to investigate the growing field of e-learning, a transformative field in the educational sector that facilitates individuals and organizations to transcend geographical boundaries to provide learning opportunities around the globe. Despite its many advantages, e- learning systems and platforms are subjected to security threats and risks such as privacy breaches, data manipulation, fraudulent e-learning platforms, etc. These issues can be further classified such as general risks, stakeholder-specific risks, physical system risks, etc. where each can have dire consequences, especially in cases where potential misuse of personal and confidential information is involved. The global embrace of e-learning, although beneficial, also presents commercialized platforms prioritizing profit over security, leading to potential data breaches. Effective risk management is crucial for the reliability and regulatory compliance of e-learning systems. This research examines general and stakeholder-related risks in the e-learning sector in the context of the UK. The purpose of this research is to explore and investigate these risks and different management strategies. The primary objective is to augment knowledge of e-learning system vulnerabilities and devise robust risk management models to safeguard against cyber security threats and risk, which leads to a secure, authentic, and credible educational environment for everyone around the globe.
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The function of code-switching in EFL Saudi classrooms
(2023) Alzahrani, Eman; Smith, Jennifer; Cohen, Clara
In this thesis, I focus on the use of code-switching (CS) – the use of more than one language in a stretch of discourse – in the English as a foreign language (EFL) classroom. Researchers have failed to reach a consensus on the effect of teachers’ CS in the EFL classroom; some studies show that CS between the native and target language facilitates learning (e.g., Blom & Gumperz, 1972; Stern, Allen & Harley, 1992; Cook, 2001, 2008; inter alia), while others suggest the opposite (e.g., Chaudron, 1988; Ellis, 1984; Wong-Fillmore, 1985; Halliwell & Jones, 1991; Chambers, 1991; and Macdonald, 1993). These differences may arise from the various purposes for which a teacher uses CS, whether it be for classroom management, linguistic explanation, or, more solely for social purposes. In this study, I allow for the possibility of differential effects of various types of CS by distinguishing two broad categories and applying them in the classroom. The first category is Methodological CS, where CS is employed to explain linguistic phenomena only. The second category is Mixed CS, where the move between two languages takes place across linguistic, classroom management, and social purposes. I test the effect of these different categories of CS on students’ outcomes of learning English skills/components (vocabulary, grammar, reading, writing, listening) across four different age levels (elementary, intermediate, secondary, and university). Within each level, I taught three different groups for eight hours each, using a different category of CS for each class. Methodological CS was used with one group, while Mixed CS was used with another group, and one control group experienced no CS. A linear regression model of the differences between the pre-test and post-test exam scores revealed that students’ performance improved more in the two CS groups than in the control group, regardless of the CS category. However, the benefit of CS was generally higher in the Mixed CS group than in the Methodological CS group. The interaction between the age and CS categories showed that the largest improvements were in the groups where Mixed CS was used, especially at the intermediate level, whereas the relationship between English skills and CS categories revealed the largest improvement in vocabulary and reading where Mixed CS was used. Therefore, Mixed CS generally helped students to improve their performance in English. To conclude, the findings suggest that a rich CS environment, using Mixed CS in particular, facilitates learning in the EFL classroom.
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