Peer Instruction Teaching Methodology for Cybersecurity Education
Peer Instruction Teaching Methodology for Cybersecurity Education
复制标题
网络安全教育同伴指导教学法
DOI：
10.1109/msp.2018.3111242
复制
发表时间：
2018
影响因子：
1.9
通讯作者：
Vassil Roussev
中科院分区：
文献类型：
--
作者：
Irfan Ahmed;Vassil Roussev
在过去的几年里，新奥尔良大学的一个团队一直致力于开发和评估三个常见网络安全课程的280个问题的有效性-计算机安全介绍，数字取证和网络渗透测试。我们在研讨会上对取证问题的一个子集进行了试点研究，发现了学生学习收益的有希望的证据。研究表明，学生们很快就适应了这种形式，发现它很有用，并强烈建议将这种方法扩展到更广泛的学科。
Over the past few years, a team at the University of New Orleans has worked to develop, and evaluate the effectiveness of, a set of 280 questions for three common cybersecurity courses—Introduction to Computer Security, Digital Forensics, and Network Penetration Testing. We performed a pilot study on a subset of the forensics questions in a workshop and found promising evidence of gains in student learning. The study showed that the students quickly adapted to the format, found it useful, and highly recommended the approach be extended to a wider range of subjects.