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

Abstract

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.

Keywords

• Faculty professional development
• Teaching digital forensics
• Experiential learning