2024/04/07 by Victor R. Kebande, Kebande, Victor R.
Engineering · #Biomedical and Engineering Education #Computers and Society (cs.CY) #Experimental Learning in Engineering #FOS: Computer and information sciences
paper · pdf · doi:10.48550/arxiv.2404.04952
openalex publication_date 2024/04/07 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
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.