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Enhancing Dynamic-Content Courses with Student-Oriented Learning Strategies: The Case of Computer Security Course

Enhancing Dynamic-Content Courses with Student-Oriented Learning Strategies: The Case of Computer Security Course

Ioanna Dionysiou, Despo Ktoridou
Copyright: © 2012 |Volume: 2 |Issue: 2 |Pages: 10
ISSN: 2155-6903|EISSN: 2155-6911|EISBN13: 9781466611443|DOI: 10.4018/ijcee.2012040103
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MLA

Dionysiou, Ioanna, and Despo Ktoridou. "Enhancing Dynamic-Content Courses with Student-Oriented Learning Strategies: The Case of Computer Security Course." IJCEE vol.2, no.2 2012: pp.24-33. http://doi.org/10.4018/ijcee.2012040103

APA

Dionysiou, I. & Ktoridou, D. (2012). Enhancing Dynamic-Content Courses with Student-Oriented Learning Strategies: The Case of Computer Security Course. International Journal of Cyber Ethics in Education (IJCEE), 2(2), 24-33. http://doi.org/10.4018/ijcee.2012040103

Chicago

Dionysiou, Ioanna, and Despo Ktoridou. "Enhancing Dynamic-Content Courses with Student-Oriented Learning Strategies: The Case of Computer Security Course," International Journal of Cyber Ethics in Education (IJCEE) 2, no.2: 24-33. http://doi.org/10.4018/ijcee.2012040103

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Abstract

Constant risk to the confidentiality, integrity and the availability of information in our everyday lives and work has increased the need for responsible use and handling of information. Security education is becoming an integral part of any undergraduate curriculum in computer science and information systems. The evolving role of security in this digital era makes it nontrivial to decide the appropriate topics that need to be covered during the course duration in a way that all aspects of security deployment are examined. The only approach to this challenge is to use student-oriented learning strategies to encourage the students not only to recognize relationships between concepts and comprehend the underlying structure of what is being learned but also expose them to methods where they are responsible for their own independent learning. The current study examines the experiences gained in COMP-431 Computer Security, a senior-level undergraduate computer security course using such methods, with an emphasis on the students’ reactions, perceptions, and experiences as well as the educator’s role in the teaching and learning process.

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