Browsing by Author "Kgosiatsela, Lefa"

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    Investigating online learning and its role in addressing the cybersecurity skills shortage in South Africa
    (University of the Witswatersrand, Johannesburg, 2023) Kgosiatsela, Lefa; Pillay, Kiru
    This study explores the pivotal role of online learning in addressing the shortage of cybersecurity skills within the South African financial services sector. The study investigates the preferred learning formats of cybersecurity professionals, scrutinizes the strengths and weaknesses of online learning, and evaluates its efficacy in imparting cybersecurity skills. Emphasis is placed on the principles of attention, retention, and motivation in cybersecurity training, focusing on their implications for different learning formats. The decision to use a qualitative approach was influenced by the research questions, data requirements, and theoretical framework. A cross-sectional research design was chosen for its suitability in answering the research questions efficiently, considering the time constraints and the need for broad coverage in the complex field of cybersecurity. The advantages of this design include speedy data collection, simplicity in analysis, and suitability for exploratory research. Semi-structured interviews, conducted through Microsoft Teams, were employed for data collection from a sample of ten cybersecurity professionals, selected through a combination of purposive and snowball sampling methods. The interviews, comprising 16 open ended questions organised into four sections, aimed to explore participant preferences, critical factors for successful online learning, and the efficacy of online learning in imparting cybersecurity skills. Thematic Content Analysis (TCA) was employed for data analysis, involving the organization of data, identification of common themes, and the interpretation of findings. Online learning emerges as a flexible and accessible avenue for acquiring cybersecurity skills and knowledge. Despite its advantages, careful attention must be given to addressing potential drawbacks stemming from the absence of physical interaction and engagement. Instructors play a pivotal role in mitigating these challenges by incorporating interactive discussions, offering timely feedback, and fostering a sense of community among learners. The evaluation of online learning effectiveness should prioritize factors such as retention and practical skill application. Online platforms can contribute to this by providing diverse resources and tools. Success in online learning hinges on self-regulation iv and time management skills, underscoring the importance of adequate support and tools within the online learning environment. In essence, online learning holds the potential to motivate cybersecurity professionals, fostering not only skill development but also a lasting enthusiasm for lifelong learning. The research revealed distinct impacts of various training formats—physical on- the-job training, physical classroom training, and online training—on attention and engagement levels. Participants exhibited diverse preferences, with the majority favouring online self-paced and physical classroom training. Moreover, the study underscored the critical role of retention in cybersecurity training, emphasising the necessity for professionals to retain and recall knowledge and skills for effective application, necessitating continuous training to match the rapidly evolving nature of the field. Finally, the principle of motivation emerged as a key factor, indicating that participants driven to learn and apply their skills are more likely to excel in the cybersecurity field, as evidenced by their active participation in multiple training programs and specific form