<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Grudi Angelov</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The Experience of Rakovski National Defense College in Organizing the Communication in the Educational Process During Covid-19 Pandemic</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">COVID-19</style></keyword><keyword><style  face="normal" font="default" size="100%">crisis</style></keyword><keyword><style  face="normal" font="default" size="100%">distance learning</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">procedures</style></keyword><keyword><style  face="normal" font="default" size="100%">students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2022</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">51</style></volume><pages><style face="normal" font="default" size="100%">89-96</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The COVID-19 pandemic imposed new requirements, where physical distance was the most important tool for preserving people’s lives and health. As a consequence, remote forms of teaching and learning were introduced. The introduction of these forms required prior training. 
Rakovski National Defense College (RNDC) in Sofia, Bulgaria, was one of the first higher education institutions in the country to introduce online distance learning. RNDC established standard operating procedures in due course to deal with the crisis. A new website was set up and commissioned; a special order was established to publish, edit, maintain and regulate information and effectively delegate rights to the heads of structural units to publish on their blogs. Communication between students and teaching staff was organized into a separate College Communication System (CCS), which aimed to integrate Microsoft Office 365 Education at the center of the new rndc.bg domain and to begin personnel training on how to work with Office 365 applications on а sample schedule.
</style></abstract><section><style face="normal" font="default" size="100%">89</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yavor Dechev</style></author><author><style face="normal" font="default" size="100%">Borislav Nikolov</style></author><author><style face="normal" font="default" size="100%">Mariyan Rachev</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Distance Learning at the Nikola Vaptsarov Naval Academy Utilising Online Platforms during the COVID-19 Crisis</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">classroom</style></keyword><keyword><style  face="normal" font="default" size="100%">distance learning</style></keyword><keyword><style  face="normal" font="default" size="100%">Microsoft Teams</style></keyword><keyword><style  face="normal" font="default" size="100%">Moodle</style></keyword><keyword><style  face="normal" font="default" size="100%">Skype for Business</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2020</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">46</style></volume><pages><style face="normal" font="default" size="100%">293-303</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the current digital world, using information technology in the study process is necessary and in some situations is even mandatory. In some cases, distance learning is the only option. The choice of a suitable plat-form or a combination of platforms to conduct distance learning can be quite challenging. The main reasons for this are the multiple platforms available, and the numerous criteria and limitations when scoring and using these platforms. This article examines some of the technologies, used for distance learning. After a comparative analysis, an option is presented for the integration of the Microsoft Teams platform in Nikola Vaptsarov Naval Academy’s distance learning system.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><section><style face="normal" font="default" size="100%">293</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>27</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Venelin Georgiev</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Evaluating the Utility of Distance Learning Forms during the Covid-19 Pandemic</style></title><secondary-title><style face="normal" font="default" size="100%">IT4Sec Reports</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">COVID-19</style></keyword><keyword><style  face="normal" font="default" size="100%">distance learning</style></keyword><keyword><style  face="normal" font="default" size="100%">gold standard</style></keyword><keyword><style  face="normal" font="default" size="100%">pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">presentations</style></keyword><keyword><style  face="normal" font="default" size="100%">tests</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual classroom</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year></dates><number><style face="normal" font="default" size="100%">137</style></number><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;The emergency situation introduced during the Covid-19 pandemic necessitated a shift to a distance learning regime for students in higher education. This has posed a challenge to universities, lecturers and students that they had not encountered before. Overall, the evaluations of the results of the distance learning forms used are positive. In order to identify lessons learned from the practice, it is necessary to compare the efforts of faculty members in using the forms of distance learning and the degree of satisfaction of students and their assessment of the usefulness of these forms. Based on this comparison, the material proposes a &amp;ldquo;gold standard,&amp;rdquo; including distance learning forms that have received the highest grade for usefulness from students.&lt;/p&gt;</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ulrich Gysel</style></author><author><style face="normal" font="default" size="100%">Jeffrey A. Krinock</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Advanced Distributed Learning and Community</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ADL</style></keyword><keyword><style  face="normal" font="default" size="100%">advanced distributed learning</style></keyword><keyword><style  face="normal" font="default" size="100%">anyplace</style></keyword><keyword><style  face="normal" font="default" size="100%">anytime</style></keyword><keyword><style  face="normal" font="default" size="100%">autonomy</style></keyword><keyword><style  face="normal" font="default" size="100%">community</style></keyword><keyword><style  face="normal" font="default" size="100%">distance learning</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">just-in-time</style></keyword><keyword><style  face="normal" font="default" size="100%">SCORM</style></keyword><keyword><style  face="normal" font="default" size="100%">transactional distance</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2004</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">145-155</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">E-learning and Advanced Distributed Learning (ADL) display the potential to provide a wide variety of information, training, and educational material to people around the world, as did the advent of television several decades ago. The subsequent development and uses of television showed that it could be applied to both inform, educate, and uplift people and to placate, distract, and manipulate; similarly, the leaders and forward thinkers in using ADL technology should consider whether or not their motivations and their strategies for implementing ADL concepts lay the foundation to free workers and soldiers to pursue autonomous learning and to deepen their understanding of “the big picture,” and their role in the communities in which they live and work.
Two current “buzz words” or phrases associated with ADL include “anytime, anyplace” and “just-in-time training.” Analyzing the application of ADL strategies in light of the implications of these phrases can help illuminate motivations and unmask side effects of various e-Learning and distance learning strategies. The Internet makes vast resources available that can free autonomous learners to broaden and deepen their understanding of their communities and the roles they have within those communities. 
ADL strategies and technology implementations may be pursued in two different manners. Keeping workers and soldiers grounded in the larger picture of the enterprises in which they live and work will realize the liberating potential inherent in “anytime, anyplace.” Likewise, pursuit of implementations that channel workers and soldiers to task or mission completion in a time-critical manner, blocking opportunities for reflection and genuine learning, may encompass the worst aspects inherent in the concept of “just-in-time training.” In short, ADL can enhance or further destroy community. The way ADL technologies and concepts are implemented will deeply impact which of these two directions prevails.
</style></abstract><section><style face="normal" font="default" size="100%">SCORM, community, Advanced Distributed Learning, ADL, “anytime, anyplace”, just-in-time, autonomy, transactional distance, d</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Konstantin Arkhipov</style></author><author><style face="normal" font="default" size="100%">Vasiliy Ovodkov</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Information Security of Distance Learning</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">distance learning</style></keyword><keyword><style  face="normal" font="default" size="100%">Information Security</style></keyword><keyword><style  face="normal" font="default" size="100%">transactions control</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2004</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">138-144</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The problem of information security in distance learning is analyzed based on extended definition of security, which is based on a personal attitude and apprehension. To feel safe, a person needs to be able to obtain necessary information and to control a situation. Thus, security of distance learning includes not only security of maintaining hardware and software (as it is often considered to be), but also the control over basic functions and the process of training. Methods of increasing security and fault-tolerance on information systems are briefly discussed; links between security issues and raising quality of communication are traced.</style></abstract></record></records></xml>