Using Kolb's Experiential Learning Cycle to improve student learning in virtual computer laboratories.
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| Title: | Using Kolb's Experiential Learning Cycle to improve student learning in virtual computer laboratories. |
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| Authors: | Konak, Abdullah1 konak@psu.edu, Clark, Tricia K.1 tkc3@psu.edu, Nasereddin, Mahdi1 mahdin@psu.edu |
| Source: | Computers & Education. Mar2014, Vol. 72, p11-22. 12p. |
| Subject Terms: | *Experiential learning, *Kolb Learning Style Inventory, *Virtual reality in education, *Computers in education, *Computer security, *Experiments, *Education |
| Abstract: | In information security education, learning experiences that involve hands-on experimentation are extremely important. However, information security topics are challenging to teach in traditional computer laboratories mainly due to restrictive information technology policies. In the literature, virtual computer laboratories have been proposed to address the challenges of providing students with hands-on learning experiences in information security. While the literature mainly focuses on technical aspects of virtual computer laboratories and related hands-on activities, pedagogical aspects of hands-on activities are overlooked. Our experiences with a virtual computer laboratory have shown that hands-on activities which are designed based on a prescriptive, step-by-step approach do not always achieve the expected learning outcomes. In this paper, we propose Kolb's Experiential Learning Cycle as a framework to design hands-on activities in virtual computer laboratories, and we argue that hands-on activities designed based on this framework enhance student learning outcomes. We illustrate how the stages of Kolb's model can be incorporated into hands-on activities and present results from two empirical studies to test the effectiveness of the proposed framework. The empirical findings in the first study suggest that hands-on activities designed based on the proposed framework are more likely to increase student interest and competency compared to step-by-step hands-on activities. In the second study, the collected data is analyzed using structural equation modeling to determine the relationships among the factors affecting student learning outcomes as a result of hands-on activities. The results of the second study show that student-to-student interaction is an important factor determining student learning experiences. [Copyright &y& Elsevier] |
| Copyright of Computers & Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 93589515 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Using Kolb's Experiential Learning Cycle to improve student learning in virtual computer laboratories. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Konak%2C+Abdullah%22">Konak, Abdullah</searchLink><relatesTo>1</relatesTo><i> konak@psu.edu</i><br /><searchLink fieldCode="AR" term="%22Clark%2C+Tricia+K%2E%22">Clark, Tricia K.</searchLink><relatesTo>1</relatesTo><i> tkc3@psu.edu</i><br /><searchLink fieldCode="AR" term="%22Nasereddin%2C+Mahdi%22">Nasereddin, Mahdi</searchLink><relatesTo>1</relatesTo><i> mahdin@psu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Computers+%26+Education%22">Computers & Education</searchLink>. Mar2014, Vol. 72, p11-22. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Kolb+Learning+Style+Inventory%22">Kolb Learning Style Inventory</searchLink><br />*<searchLink fieldCode="DE" term="%22Virtual+reality+in+education%22">Virtual reality in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Computers+in+education%22">Computers in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+security%22">Computer security</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiments%22">Experiments</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In information security education, learning experiences that involve hands-on experimentation are extremely important. However, information security topics are challenging to teach in traditional computer laboratories mainly due to restrictive information technology policies. In the literature, virtual computer laboratories have been proposed to address the challenges of providing students with hands-on learning experiences in information security. While the literature mainly focuses on technical aspects of virtual computer laboratories and related hands-on activities, pedagogical aspects of hands-on activities are overlooked. Our experiences with a virtual computer laboratory have shown that hands-on activities which are designed based on a prescriptive, step-by-step approach do not always achieve the expected learning outcomes. In this paper, we propose Kolb's Experiential Learning Cycle as a framework to design hands-on activities in virtual computer laboratories, and we argue that hands-on activities designed based on this framework enhance student learning outcomes. We illustrate how the stages of Kolb's model can be incorporated into hands-on activities and present results from two empirical studies to test the effectiveness of the proposed framework. The empirical findings in the first study suggest that hands-on activities designed based on the proposed framework are more likely to increase student interest and competency compared to step-by-step hands-on activities. In the second study, the collected data is analyzed using structural equation modeling to determine the relationships among the factors affecting student learning outcomes as a result of hands-on activities. The results of the second study show that student-to-student interaction is an important factor determining student learning experiences. [Copyright &y& Elsevier] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Computers & Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.compedu.2013.10.013 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 11 Subjects: – SubjectFull: Experiential learning Type: general – SubjectFull: Kolb Learning Style Inventory Type: general – SubjectFull: Virtual reality in education Type: general – SubjectFull: Computers in education Type: general – SubjectFull: Computer security Type: general – SubjectFull: Experiments Type: general – SubjectFull: Education Type: general Titles: – TitleFull: Using Kolb's Experiential Learning Cycle to improve student learning in virtual computer laboratories. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Konak, Abdullah – PersonEntity: Name: NameFull: Clark, Tricia K. – PersonEntity: Name: NameFull: Nasereddin, Mahdi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 03601315 Numbering: – Type: volume Value: 72 Titles: – TitleFull: Computers & Education Type: main |
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