Case-based learning: An instructional model to incorporate information security topcis in multidiciplinary courses at the University of Nicosia

Research output: Chapter in Book/Report/Conference proceedingConference contribution

2 Citations (Scopus)

Abstract

The field of information security (IS) has long been characterized by the challenge of approaching it in a systematic manner as it constantly evolves. Academic institutions offer specialized courses on security, however it is important to have students exposed to the basic security practices regardless of their field of interest. Thus the topic of IS as such is could be, in part, integrated into various multidisciplinary courses, where educators must find a common learning ground to motivate and encourage students, coming from different specializations, to: recognize relationships between concepts of IS comprehended, underline the structure of what is being learned and to show their understanding. The authors in this paper initially present an overview of the case-based learning theory, and proceed with focusing on the lecture's teaching/learning development and delivery material for the undergraduate course MIS 151-Business Software Applications at the University of Nicosia. The results of this case study will offer indications on how to design a case based learning environment in the area of IS or any other course that could be taught through cases.

Original languageEnglish
Title of host publication2011 IEEE Global Engineering Education Conference, EDUCON 2011
Pages466-469
Number of pages4
DOIs
Publication statusPublished - 2011
Event2011 IEEE Global Engineering Education Conference, EDUCON 2011 - Amman, Jordan
Duration: 4 Apr 20116 Apr 2011

Other

Other2011 IEEE Global Engineering Education Conference, EDUCON 2011
CountryJordan
CityAmman
Period4/04/116/04/11

Fingerprint

Security of data
learning
Students
Management information systems
Application programs
Teaching
learning theory
specialization
indication
learning environment
student
educator
Industry

Keywords

  • inductive methods
  • information security
  • problem-based learning
  • student-centered approach

Cite this

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title = "Case-based learning: An instructional model to incorporate information security topcis in multidiciplinary courses at the University of Nicosia",
abstract = "The field of information security (IS) has long been characterized by the challenge of approaching it in a systematic manner as it constantly evolves. Academic institutions offer specialized courses on security, however it is important to have students exposed to the basic security practices regardless of their field of interest. Thus the topic of IS as such is could be, in part, integrated into various multidisciplinary courses, where educators must find a common learning ground to motivate and encourage students, coming from different specializations, to: recognize relationships between concepts of IS comprehended, underline the structure of what is being learned and to show their understanding. The authors in this paper initially present an overview of the case-based learning theory, and proceed with focusing on the lecture's teaching/learning development and delivery material for the undergraduate course MIS 151-Business Software Applications at the University of Nicosia. The results of this case study will offer indications on how to design a case based learning environment in the area of IS or any other course that could be taught through cases.",
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Ktoridou, D & Dionysiou, I 2011, Case-based learning: An instructional model to incorporate information security topcis in multidiciplinary courses at the University of Nicosia. in 2011 IEEE Global Engineering Education Conference, EDUCON 2011., 5773177, pp. 466-469, 2011 IEEE Global Engineering Education Conference, EDUCON 2011, Amman, Jordan, 4/04/11. https://doi.org/10.1109/EDUCON.2011.5773177

Case-based learning : An instructional model to incorporate information security topcis in multidiciplinary courses at the University of Nicosia. / Ktoridou, Despo; Dionysiou, Ioanna.

2011 IEEE Global Engineering Education Conference, EDUCON 2011. 2011. p. 466-469 5773177.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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