Online Cybersecurity Research Articles

Navigating Challenges in Online Cybersecurity Education: Insights from Postgraduate Students and Prospects for a Standardized Framework

This study focuses on the challenges encountered in online cybersecurity education. It adopts an exploratory research design using a mixed-methods approach to investigate the perceptions and experiences of postgraduate students enrolled in an online cybersecurity program. The collection of data is structured into two distinct phases. In the initial phase, qualitative insights are gathered through workshops with students and industry experts, followed by administering a questionnaire to delve deeper into students’ perceptions and challenges. Thematic analysis of the responses reveals significant interest in online cybersecurity programs but also highlights issues such as ineffective communication and poor engagement. The findings highlight the necessity for a standardized framework to improve communication, engagement, and overall effectiveness in virtual learning environments. By empowering instructors to design more interactive courses and leveraging technology efficiently, the framework aims to improve student motivation, satisfaction, and learning outcomes. Moreover, it serves as a valuable resource for institutions, fostering collaboration and innovation in cybersecurity education. Implementing this framework will create a more conducive learning environment, directly enhancing student preparation for success in the dynamic field of cybersecurity.

Establishing Consumer Trust Through Data Protection Law as a Competitive Advantage in Indonesia and India

Data protection laws play a crucial role in enhancing consumer trust in the digital economy, especially with the rise of online cybersecurity threats due to firm expansion. Despite advances, personal data protection laws remain controversial globally, with challenges in implementation hindering progress in some regions. This research examines the competitive advantage of building consumer trust through the Personal Data Protection Law. This research uses juridical-normative research with a legislative approach and comparison with other countries. A comparison was made with India, one of the countries with higher awareness of the importance of personal data protection laws than other countries. The results show that Consumer trust in a company is measured by the extent to which they believe the company will protect their data. Public privacy policies and government regulations that enforce data security measures and increase transparency positively impact trust by reducing concerns about privacy risks. Although data protection laws have been introduced, obstacles such as lack of legal assistance and overlapping sectoral regulations still exist, hindering the smooth implementation of these laws. Nevertheless, implementing data protection laws, such as Indonesia's Private Data Protection Law No. 27 of 2022 and India's Digital Personal Data Protection Act of 2023, is crucial for boosting consumer confidence and regulating data processing. Data security is critical in establishing and maintaining consumer trust in companies as online cybersecurity threats increase with business expansion.

Evaluation of Capture The Flag-Based Online Cyber Security Learning Media in Terms of Ethical Hacking and Gamification

This study intend to (1) determine the suitability of the components of online learning media for network and computer security to suitability with the ethical hacking process, (2)conduct a comprehensive review of cyber security learning media. This research is a qualitative research with a grounded theory research approach. The data sources of this study include Capture The Flag websites, ethical hacking aspects and gamification aspects. Sampling techniques are carried out using application search strategies based on certain keywords in accordance with the relevance of online applications of cyber security learning media. Data analysis in this study uses qualitative data analysis, as for data analysis techniques that are adjusted to the stages in the study (Perry, Lunde, and Chen 2016). The first thing that is done is to search for research data sources using predetermined keywords. Filtering is carried out on search results so that search results are unique and duplication does not occur. Filtering is carried out to find inappropriate online applications, then removed from the list. Scoring of data that is in accordance with the ethical hacking aspects and gamification aspects. Second, the obstacle experienced in the research process is that there are several obstacles that cannot be accessed due to closed access or developers who do not update the CTF-based cyber security website so that it cannot be run. Third, the maker or owner or developer of this CTF-based cyber security website needs to consider the gamification side in the creation and preparation of this CTF-based cyber security website. This is necessary to increase the interest of participants with the presence of gamification aspects that are implemented

CyLearn: An Assistive Web-Based e-Learning System for Cybersecurity Skills Course

Distance learning has become common in Philippines as schools have started to cater to online education due to the outbreak of COVID-19. E-learning has been adapted to provide learning materials and train students over the Internet. However, for people with impairments such as hearing and vision, this can be a problem. With this situation, the study developed an e-learning application with an assistive laboratory for assessments, specifically for college students. The subject matter used for the developed system is cybersecurity. cybersecurity is now one of the most in-demand courses due to the rising cases of cyberattacks. The developed system allows students to learn cybersecurity and conduct laboratory exercises in a virtual machine with text-to-speech and closed-caption technology. The study used two post-tests in a controlled group of respondents to determine if the developed system accommodates online cybersecurity learning compared to the traditional learning methods available. Comparing scores from the first group who used the developed system to the second group who used the current learning methods shows that the former received higher scores and has deemed the developed system. The developed system that has presented a guided cybersecurity learning scenario is more effective than current learning methods. Security testing was applied in this study to identify potential vulnerabilities and possible security risks in e-learning systems like this.

Individually Vulnerable, Collectively Safe

Older adults are especially vulnerable to online cybersecurity and privacy (SP) threats, such as phishing, ransomware, and targeted misinformation campaigns. Prior work has suggested that this vulnerability may be addressed with the design of social SP interfaces, such that groups of individuals might work together on behalf of one another to manage SP threats collectively. To this end, we present findings from a qualitative inquiry conducted with older adults and members of technology-rich middle-income households in urban India, where technology users have been shown to engage in relatively more social SP practices. Our research examines the collaborative behaviors enacted by different members of the household for protection from SP threats. In particular, we show how self-appointed family technology managers straddle the line between stewardship and paternalism in their efforts to protect older adults from perceived digital threats. We also offer design implications for supporting collaborative cybersecurity within households based on the insights derived from our analysis.

Analyzing Students’ Self-Perception of Success and Learning Effectiveness Using Gamification in an Online Cybersecurity Course

This paper analyzes students' self-perception of success and learning effectiveness after using non-compulsory gamification in an online Cybcourse. For this purpose, we designed a cybersecurity game based on cognitive constructivism learning theory. We built the game scenes using metaphors to present the main Cybersecurity contents to the students. We delivered the game in a regular course with two objectives: first, to find the primary design factors that affect students' self-perception of success. We propose a structural equation model to find out the elements with the most significant impact on the students' self-perception of success. The results show that the realistic game design and the contextualization of the game do have a notable influence. They are both examples of best practices in game design; second, to evaluate the learning effectiveness of the game. The results suggest a high correlation between playing the game and succeeding in the course. Moreover, chronological analysis of the performance reveals that the intention to play the game could be a simple dropout predictor. Thus, introducing the game in the educational curricula improves student engagement and consolidates their knowledge on cybersecurity.

Information Security in Libraries

Libraries in the United States handle sensitive patron information, including personally identifiable information and circulation records. With libraries providing services to millions of patrons across the U.S., it is important that they understand the importance of patron privacy and how to protect it. This study investigates how knowledge transferred within an online cybersecurity education affects library employee information security practices. The results of this study suggest that knowledge transfer does have a positive effect on library employee information security and risk management practices.

Design recommendations for online cybersecurity courses

Nowadays, a significant amount of free online cybersecurity training courses are offered. When preparing further courses, the designer has to decide what to teach and how to do it. In this paper, we provide with a set of recommendations for both issues. Concerning topic selection, 35 free online courses are analysed using NIST’s NICE reference framework. Thus, several training gaps are discovered. Concerning the way of preparing the course (or refining it after the first edition), a set of good practices is proposed based on students’ performance and commitment in a cybersecurity MOOC with +2,000 initially active students. To foster further research in this area, an open-source framework is released to enable the analysis of students’ performance in EdX MOOCs.

Exploring SME cybersecurity practices in developing countries

ABSTRACTThe continued use of information technology systems by small and medium enterprises (SMEs) in developing countries has the potential to bring significant benefits but, at the same time, expose them to online cybersecurity threats. Addressing these threats is, therefore, of paramount importance for developing countries, not only because SMEs are seen as the vehicle for employment and job creation, but because research on SMEs and cybersecurity in this context is limited. This study is a contribution toward addressing this gap.The purpose of this study is, therefore, to explore SME cybersecurity practices and the challenges they face in developing countries. The goal is to sensitize practitioners and government institutions about the challenges and practices faced by SMEs, so that the various parties can work collaboratively in providing context-specific solutions to address these challenges and improve current cybersecurity practices. The study follows a qualitative enquiry approach to solicit information from three South African SMEs that had implemented cybersecurity practices. The findings show that an SME’s perception of cybersecurity is constrained by internal factors of budget, management support, and attitudes. Further findings show that SMEs’ cybersecurity practices are affected by the landscape of cybersecurity, as well as institutional pressures.

Virtual Lab for Online Cyber Security Education

INTRODUCTION There has been a rapid expansion of using practical laboratory exercises to instruct information security courses using online technology in both academic and commercial settings. WebCT, Blackboard, and UMUC's internally developed 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 these 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 technology (Burd, 2009; Fuertes et al., 2009; Li et al., 2009, 2011; Rajendran et al., 2010; Tao et al., 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 the use of this technology include Bloom's Taxonomy and Gardener's theory of Multiple Intelligences. It is a commonly held belief that students learn more efficiently when engaged in higher order thinking. Hands-on lab exercises provide the means to challenge students with these higher order tasks. The use of virtual lab technology is focused in the analysis, synthesis, and evaluation areas of the taxonomy. This is evidenced by the use of the technology in the classroom. As the students are using the virtual lab, they are constantly forced to make very quick connections between what they know and what they are experiencing. In addition, the real-time environment provides an excellent opportunity for the students to make predictions regarding network intrusion and hacker behavior and to test assumptions without damaging an existing network infrastructure. This type of learning and experimenting is an essential element of an effective information security curriculum. In addition, a virtual lab infrastructure can provide a flexible and cost-effective platform that allow for running multiple operating systems and for sharing computing resources. University of Maryland University College (UMUC) founded in 1947, has been offering online courses since 1985. As cyber attacks are being waged all over the world the demand for cyber security professionals has never been greater, UMUC began offering its graduate level online cyber security degree program in Fall 2010 that included launching a computing laboratory based on virtualization technology. The virtual lab requirements included the following objectives: R1. Accessible, secure and seamless access must be provided to the remote virtual lab. This means students will not have to reserve a time to use a virtual resource and that online lab service must be available around the clock, 365 days a year. R2. The remote virtual server must reliably serve a significant number of concurrent users with limited resources. No significant delay should be observed with a large number of concurrent users. R3. The virtual machine (VM) must be configured with the appropriate operating system(s) and include the required security tools for each lab exercise. In order to minimize requirements for students (e.g., configuring or installing software on their own machines), a pool of virtual machines (VM)s and a cloud based network are necessary. R4. Students must have privileged access rights on the virtual machines to execute security or network tools. …

A Comparison of Virtual Lab Solutions for Online Cyber Security Education

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. …