Authentic learning in cybersecurity: Learning opportunities and pedagogical challenges
Hwee‐Joo Kam, Greg Gogolin, Gerald Emerick · 2014
This study focuses on introducing authentic learning experiences to students majoring in Information Security and Intelligence (ISI) and presents learning opportunities and pedagogical challenges posed by authentic learning. Drawing on the Situated Cognition Theory, authentic learning enables students to transfer knowledge to real-life scenario through problem-solving related to real-life cases, role playing exercises, and participation in community practices. By encouraging students to participate in authentic tasks in authentic context, instructors can nurture authentic learning environment that naturally requires students to link their knowledge obtained in the classroom with the real-life scenario. Subsequently, students learn the subtlety and complexity of a subject matter. In this regard, this study proposes that authentic learning is important to Cybersecurity education that demands a high level of abstract thinking, strong analytical skills, and the ability to solve problems through critical thinking and creativity. By designing multiple projects (Cyber Hacking) in support of authentic learning, the preliminary findings of this study unfold the pedagogical opportunities and challenges for authentic learning in Cybersecurity education.