Knowledge Framework for Online Learning: Implications for Cybsersecurity and Programming Education

Knowledge Framework for Online Learning: Implications for Cybsersecurity and Programming Education

Simon Cleveland (City University of Seattle, USA) and Greg Block (City University of Seattle, USA)
DOI: 10.4018/978-1-5225-7347-0.ch003

Abstract

While online education continues to grow, virtual instructors face certain asynchronous uncertainties when it comes to knowledge exchange with students. These challenges are especially prevalent in the cybersecurity and programming domains. To counteract such uncertainties and minimize teaching deficiencies expected to occur in asynchronous learning environments, this chapter assesses knowledge factors that impact virtual knowledge transfer and absorption processes. Synchronicity framework is proposed to integrate knowledge-seeking behavior, knowledge properties, knowledge domains, knowledge types, knowledge tools, and technology synchronicity. A real-life case is provided to integrate the framework in practice.
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Knowledge Exchange In Online Environment

In this study, the authors define asynchronous learning as the process of acquiring and converting knowledge within an online environment that is independent of space and time. The process, which was made possible by advancements in the technology for computer-mediated communication (CMC), has revolutionized the education industry. It has bridged the interaction between students and educators through virtual classrooms hosted within online learning systems (OLS).

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