A Comparison of Virtual Lab Solutions for Online Cyber Security Education

Abstract

INTRODUCTION Over past decade, there has been a rapid expansion of using practical laboratory exercises to instruct information security courses using online in both academic and commercial settings. WebCT/Blackboard, Desire to Learn, Pearson Learning Studio and proprietary systems such as UMUC's WebTycho, are just some examples of learning management systems (LMS) that have been used in support of online higher education degree programs. The primary advantages of LMS are to facilitate student learning by incorporating a variety of online technologies including web mail, chat rooms, group collaboration and discussion boards along with serving as central repository for course content. However, when it comes to instructing technology-based courses, including information security courses, online educational offerings have something in common with traditional face-to-face instructional methods (e.g., lectures, literature review, reading assignment, etc.) in that while being essential they are not sufficient in themselves. To supplement their online degree programs, several educational institutions have implemented hands-on labs (often called virtual labs) using virtualization (Burd, Seazzu, & Conway, 2009; Fuertes, Lopez de Vergara, & Meneses, 2009; Li, Jones, & Augustus, 2011; Li, Toderick & Lunsford, 2009; Rajendran, Veilumuthu, & Divya, 2010; Tao, Chen, & Lin, 2010; Willems & Meinel, 2008, 2012; Yen, 2010; Zenebe & Anyiwo, 2010). The use of hands on labs, in support of learning outcomes, is strongly supported by educational theory as a productive and effective pedagogical practice. Major theories that support use of this include Tomei's (2001) taxonomy and Gardner's (1993) theory of multiple intelligences. Tomei's taxonomy is a widely accepted educational model that provides framework for proper use of in classroom. The virtual lab touches on many of levels of Tomei's taxonomy and provides students with valuable higher order experiences. In exploration-teaching paradigm, students begin with a directed experience of fundamental principles underlying concepts being taught. This experience is then modified systematically to demonstrate refinements of these principles. Ultimately, students can use ways these refinements are structured to try out additional modifications on their own initiative. Tomei's Taxonomy is a widely accepted educational model that provides framework for proper use of in classroom (Powell et al., 2008). Instructional at this level of taxonomy offers numerous strategies that encourage learning by infusing into curriculum. The application of for integration represents the creation of new technology-based materials, combining otherwise disparate technologies to teach (Tomei, 2001, p. 20). The objective of integration is to develop new, previously non-existent, innovative instructional materials to enhance learning experience. For example, infusion aligns itself well with decision-making and integration levels of Tomei's taxonomy. At decision-making level, students must apply electronic tools for research and problem solving (Tomei, 2001, p. 20). Additionally, virtual lab exercises allow both students and instructors to consider consequences of inappropriate uses of technology and also allows them to assimilate into a personal learning style (Tomei, 2001, p. 20. These instructional activities align with Integration level of Tomei's Taxonomy and further reinforce higher order skills that provide students with an enriching online learning experience. Table 3 in Appendix B illustrates how infusion of virtual labs for two UMUC Cybersecurity courses corresponds to Tomei's taxonomy. …