Using experiential learning to teach and learn digital forensics: Educator and student perspectives

Abstract

Due to its complexity, designing digital forensics curriculum can be quite challenging. This paper describes how authors used experiential learning theory to design and teach digital forensics in post-secondary education settings. Furthermore, drawing on survey data collected from students at the end of a graduate level digital forensics course and from cybersecurity educators participating in a three-day professional development workshop, this study examined educator and student perspectives. Results suggest that both students and educators had a positive learning experience. However, when asked about challenges encountered and anticipated with experiential learning in their own context, cybersecurity educators cited challenges with designing the required hands-on experiences, lack of space in curricula, and lack of instructional supports. Recommendations for teaching digital forensics are offered and discussed.