Analysis of Student Preference to Group Work Assessment in Cybersecurity Courses

Abstract

This study explores the impact of taking a diverse and inclusive approach to designing a group work assessment for an undergraduate cybersecurity course delivered to third year university cohorts. Students were given the choice to either work individually or as part of a group of their preferred size to complete a cybersecurity-based assignment in virtual labs. Student preferences were employed to evaluate the impact of grouping preference upon academic performance. The analysis demonstrated that variations in teaching structure in relation to the Covid pandemics has had an impact on student grouping preferences. Students also revealed that personal preference, academic confidence, peer learning, workload sharing, flexibility and efficiency are popular rationale for their grouping preferences, establishing their personalised learning style and journey.