The Impact of Virtual Laboratories on Active Learning and Engagement in Cybersecurity Distance Education
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arXiv
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| Format: | Preprint |
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2024
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| _version_ | 1866916197407129600 |
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| author | Kebande, Victor R. |
| author_facet | Kebande, Victor R. |
| contents | Virtual Laboratories (V Labs) have in the recent past become part and parcel of remote teaching in practical hands-on approaches, particularly in Cybersecurity distance courses. Their potential is meant to assist learners with hands-on practical laboratory exercises irrespective of geographical location. Nevertheless, adopting V Labs in didactic approaches in higher education has seen both merits and demerits. Based on this premise, this study investigates the impact of V Labs on Active Learning (AL) and engagement in cybersecurity distance education. A survey with a limited number of learners and educators who have had an experience with cybersecurity distance courses that leveraged V Labs in their practical Lab assignment, was conducted at Blekinge Tekniska Högskola, Sweden, to assess the impact of V Labs on AL and engagement in Cybersecurity Distance Education. 29% and 73% of the learners and educators, respectively responded to the survey administered remotely and with good internal consistency of questionnaires based on the Cronbalch Alpha; the results showed that learners and educators had a positive perception of using V Labs to enhance AL in cybersecurity distance education. The key concentration of the study was on AL and engagement and problem-solving abilities when V Labs are used. Both the learners and educators found the V Labs to be engaging, interactive, and effective in improving their understanding of cybersecurity concepts. |
| format | Preprint |
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arxiv_https___arxiv_org_abs_2404_04952 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | The Impact of Virtual Laboratories on Active Learning and Engagement in Cybersecurity Distance Education Kebande, Victor R. Computers and Society Virtual Laboratories (V Labs) have in the recent past become part and parcel of remote teaching in practical hands-on approaches, particularly in Cybersecurity distance courses. Their potential is meant to assist learners with hands-on practical laboratory exercises irrespective of geographical location. Nevertheless, adopting V Labs in didactic approaches in higher education has seen both merits and demerits. Based on this premise, this study investigates the impact of V Labs on Active Learning (AL) and engagement in cybersecurity distance education. A survey with a limited number of learners and educators who have had an experience with cybersecurity distance courses that leveraged V Labs in their practical Lab assignment, was conducted at Blekinge Tekniska Högskola, Sweden, to assess the impact of V Labs on AL and engagement in Cybersecurity Distance Education. 29% and 73% of the learners and educators, respectively responded to the survey administered remotely and with good internal consistency of questionnaires based on the Cronbalch Alpha; the results showed that learners and educators had a positive perception of using V Labs to enhance AL in cybersecurity distance education. The key concentration of the study was on AL and engagement and problem-solving abilities when V Labs are used. Both the learners and educators found the V Labs to be engaging, interactive, and effective in improving their understanding of cybersecurity concepts. |
| title | The Impact of Virtual Laboratories on Active Learning and Engagement in Cybersecurity Distance Education |
| topic | Computers and Society |
| url | https://arxiv.org/abs/2404.04952 |