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E-learning is an important part of contemporary Information Society and all initiatives of the European Commission (EC) from the beginning of current century are focused on e-learning systems’ development. The global network Internet proposes many opportunities for collaboration and remote access, making communications easy and fast. Implementation of cloud and social computing technologies contribute to the success of the understanding and accepting of e-learning policy as a whole (Peytcheva-Forsyth, 2015). There are different proposals for e-learning architectures based on cloud services and social media (Joshi, 2014; Masud, 2012, Velicanu, 2013, Neville, 2013). These new technologies have many advantages which sometimes could cause difficulties with protection of information resources and personal data (Romansky, 2014) collected and processed during e-learning procedures (Chen, 2013).
The Web applications which usually share personal information, determine a necessity for secure Internet connections, hence network providers must guarantee user’s privacy (Fisher, 2014; Kinast&Partner, 2014). It is well known that the privacy is a fundamental human right and it very often depends on secure processing of personal data. Different components of the digital word require creation of personal profiles that consist of personal data and they should be protected by improving the legislation (Shear, 2013) and by ensuring adequate level of security (Symantec, 2014). In this reason the European Commission has proposed a new regulation in the field of privacy in the cyber space and has promoted the new paradigm “right to be forgotten / to be erased” (European Commission, 2014).
Different models and schemes for digital education are used as basic components of contemporary digital world and all aspects of digital privacy and secure access to the profiles with personal data must find adequate solution. At present day e-Learning environments are extended by opportunities that give social computing (Neville, 2013; Rotkrantz, 2015) and cloud services (Velicanu, 2013) which outline new challenges for digital privacy (Fisher, 2014; Kinast&Partner, 2014; Taylor, 2013). Different techniques for investigation of e-learning approaches, able to validate secure e-learning schemes are used. Some of the most popular methods are graph formalization (Sun, 2014), statistical modelling (Nouri, 2014), stochastic modelling (Abraham, 2014), etc. The Markov chain theory is defined as one of well applicable apparatus for investigation of processes in e-learning structures (Taraghi, 2014a; Taraghi, 2014b).