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Pedagogical Best Practices in Higher Education National Centers of Academic Excellence / Cyber Defense Centers of Academic Excellence in Cyber Defense

机译：高等教育的教学最佳实践国家学术卓越中心/网络防御网络防御学术卓越中心

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摘要

The purpose of this study was to examine pedagogical best practices for student mastery of cybersecurity competencies. Additionally, the researcher explored factors that may either promote or hinder student learning in cybersecurity education. Interviews were conducted with cybersecurity educators from colleges and universities in Alabama and Tennessee who are members of the National Centers of Academic Excellence (CAE) program in Cyber Defense (CD). Eight higher education institutions from the state of Tennessee and Alabama participated in this study who had passed the requirement of Academic Excellence / Cyber Defense Centers of Academic in becoming National CAE designated institutions for cybersecurity programs. The participants were interviewed, and the collected data from the interviews were kept confidential. The study sought to find the best pedagogies being used in cybersecurity programs in institutions designed as Centers of Academic Excellence (CAE) to prepare students. The study also sought to determine specific pedagogical best practices depending upon type of competency, as well as determining the factors that exist that may either promote or hinder student learning in cybersecurity education? The outcome of this research has brought a new light in which students learn cybersecurity subjects alongside suggestions and future research for improving cybersecurity education at academic institutions. The results from this study indicate that there are four pedagogical themes: Theme A, Hands-on virtual reality online; Theme B, Hands-on with instructor; Theme C, Mixed or blended learning; and Theme D, Flipped classroom learning. All cybersecurity competencies can be achieved only through hands-on learning; findings yielded one theme from this study that will enable educators of higher education to use hands-on with virtualization led by an instructor as the best pedagogy. The final findings, determining factors that promote or hinder student learning in cybersecurity education, include a lack of adequate budgetary resources and staff to adequately address security concerns. Staffing was the second most voiced weakness. Higher education students expect all campus computing resources and environments to be reliable, fast, safe, ubiquitous, and secure; however, their expectations were not met. Cybersecurity professionals are paid a high salary, and higher education institutions expect their instructors to be paid demeaning amounts. Finally, a positive note towards promoting learning is the use of adjunct faculty who provide a significant service to the community and technical colleges in promoting cybersecurity training. Adjunct faculty bring to the classrooms an extensive cybersecurity experience.
机译：这项研究的目的是检查学生掌握网络安全能力的最佳教学方法。此外，研究人员探索了可能促进或阻碍学生在网络安全教育中学习的因素。采访了阿拉巴马州和田纳西州的大学和网络安全教育工作者，他们是网络防御（CD）的国家学术卓越中心（CAE）计划的成员。来自田纳西州和阿拉巴马州的八所高等教育机构参加了这项研究，他们已通过学术卓越/网络防御中心的要求，成为国家CAE指定的网络安全计划机构。对参与者进行了采访，并对采访中收集的数据进行了保密。该研究旨在寻找设计为卓越学术中心（CAE）的机构中的网络安全计划中使用的最佳教学法，以为学生做准备。该研究还试图根据能力类型确定特定的教学最佳实践，并确定可能促进或阻碍学生在网络安全教育中学习的因素？这项研究的结果带来了新的亮点，学生可以学习网络安全主题，同时还可以提供建议和未来的研究，以改善学术机构的网络安全教育。这项研究的结果表明，存在四个教学主题：主题A，在线动手虚拟现实；主题B，与老师动手；主题C，混合或混合学习；和主题D，翻转课堂学习。只有通过动手学习才能实现所有网络安全能力；研究结果得出了本研究的一个主题，该主题将使高等教育的教育者可以将由讲师领导的虚拟化实践作为最佳的教学方法。最终发现确定了促进或阻碍学生在网络安全教育中学习的因素，其中包括缺乏足够的预算资源和人员来充分解决安全问题。人员配备是第二大弱点。高等教育学生希望所有校园计算资源和环境都可靠，快速，安全，无处不在和安全；但是，他们的期望没有达到。网络安全专业人员的薪水很高，而高等教育机构希望其教官的薪水降低。最后，对促进学习的积极注解是利用了辅助教师，他们为社区和技术学院在促进网络安全培训方面提供了重要服务。辅助教师为课堂带来了广泛的网络安全经验。

著录项

  • 作者

    Said, Samuel Essa.;

  • 作者单位

    Union University.;

  • 授予单位 Union University.;
  • 学科 Pedagogy.;Higher education.;Educational technology.;Computer science.
  • 学位 Ed.D.Ed.Lead.
  • 年度 2018
  • 页码 162 p.
  • 总页数 162
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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