Problem-Based Projects: A Catalyst for Enhancing Students' Self-Directed Learning in an Information Security Course [Konferenzbericht] Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (17th, 2020).

Autor/inn/en	Havenga, Marietjie; Drevin, Lynette
Institution	International Association for Development of the Information Society (IADIS)
Titel	Problem-Based Projects: A Catalyst for Enhancing Students' Self-Directed Learning in an Information Security Course [Konferenzbericht] Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (17th, 2020).
Quelle	(2020), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Problem Based Learning; Independent Study; Graduate Students; Technology; Honors Curriculum; Elective Courses; Information Security; Teaching Methods; Student Attitudes; Teamwork; Instructional Effectiveness; Information Technology; Programming; Thinking Skills; Computer Science Education + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Selbststudium; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Technologie; Elective course; Wahlkurs; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Unterrichtserfolg; Informationstechnologie; Programmierung; Denkfähigkeit; Computer science lessons; Informatikunterricht
Abstract	Although postgraduate students are required to be self-directed, this is not always the case. The aims of this study were twofold. Firstly, we investigated whether the use of problem-based projects supported students in implementing different cryptography algorithms as part of a group assignment. Secondly, we determined to which extent the use of problem-based projects enhanced students' self-directed learning. A qualitative methodology was followed. A cohort of 21 honours students enrolled for this elective course in Information Security. Students worked mainly in small groups of two on a project. Data collection involved completion of open-ended questions regarding information security and students' previous experiences in problem-based environments, completion of project sheets and narrative reflections regarding their project work. The data were manually coded to identify certain patterns of meaning. Results showed that problem-based projects provided opportunities for learning 'useful things in life' and strengthened team members' knowledge and skills. Problem-based projects served as a catalyst for enhancing students' self-directed learning in this Information Security course, which is beneficial for addressing real-life scenarios in the Information Technology profession. Additionally, an integrated model for self-directed learning skill development in a problem-based context was proposed. (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01