In the field of cybersecurity education, security design analysis is a complex and technically demanding subject. Thus, new learning methods are needed to improve the teaching process for this subject. Despite the security design analysis techniques in use, the authors recognize a lack of formal studies that test the effectiveness of these techniques. They also successfully recognize the full potential of hybrid flipped learning in the teaching of security design analysis.

New technologies always provide new opportunities for learning practices, and emerging frontier technologies are the basis for new modes of learning scenarios, including blended learning, flipped learning, and hybrid flipped classrooms. Hybrid flipped learning, utilizing many of the frontier technologies available to computer-savvy students, uses online videos to cover content normally taught in class and uses class time to collaborate with teachers. Hence, this study helps to reduce the lack of serious research on the use of the flipped learning model as applied to security design analysis. It could also help with testing and implementing programs and learning materials to develop new tools to support classroom work and individual student work.

The authors make a significant contribution to the literature on security design analysis learning, that is, they introduce a useful framework based on case study analysis and the hybrid flipped classroom approach. Despite the belief that there are various case studies on the hybrid flipped learning method, it is obvious that the current literature lacks a general framework on which other subjects could be taught via the hybrid flipped learning method. The presented case study is on a hospital information system that deals with sensitive data and requires strong security system design. It includes teaching materials and lab descriptions to help readers better understand the potential of a hybrid flipped learning method and its use in computer security labs. It is an interesting notion that the proposed framework can be used through workshops, “a set of training exercises for employees in the corporate environment, or ... a set of labs for a university course.”

Although the study confirms the common assumption that students in hybrid flipped learning labs achieve more positive assessments than students in control groups attending traditional classroom lessons, the authors provide further research on teaching materials and present a teaching framework used in the creation of new laboratory exercises.