The Impact of Virtual Laboratories on Active Learning and Engagement in Cybersecurity Distance Education

TL;DR

This paper addresses the challenge of measuring the impact of Virtual Laboratories ($VLabs$) on Active Learning ($AL$) and engagement in cybersecurity distance education. It uses a cross-sectional survey of learners and educators at Blekinge Institute of Technology and partner institutions to assess perceptions of $VLabs$ on $AL$ and engagement, including $AL$ coupled with problem solving ($PS$). The results reveal strong positive correlations between $AL$, engagement, and $PS$ among learners, with educators showing more modest relationships, and overall positive perceptions of $VLabs$ effectiveness. The findings support broader adoption of $VLabs$ in cybersecurity distance education and offer practical guidance for instructional design to enhance active learning and problem-solving.

Abstract

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.

Figures (4)

• Figure 1: Theoretical Framework setting the scene of this study based on principles of constructivism theory
• Figure 2: Sequences in the $VLabs$ processes momen2023constructivism.
• Figure 3: Proportion of learners that feel Active learning and engagement has increased interest in the course
• Figure 4: Proportion of Educators that feel Active learning and engagement has increased interest in the course