Abstract

This study investigates the impact of cloud computing on active learning methods, including experiential learning in a higher education network security course. We analyze student performance over four years, comparing two control years (2021-2022) with two experimental years (2023-2024) where cloud computing was introduced. The results show a delayed, but ultimately positive, impact of cloud computing on learning outcomes, particularly in experiential tasks and problem-based learning. Additionally, we find an increase in female student participation in the second year of cloud computing use. The study also highlights the significant cost associated with providing individual cloud resources to each student. Finally, we observe asymmetry in cloud computing usage time, suggesting diverse learning patterns and technological engagement among students.