Designing Secure and Scalable Microservices for Threat Detection: Engineering Patterns from Endpoint Security Platforms

Abstract

Pedagogically, the flipped classroom is based on students' real classroom experiences. One method of flipped classroom, that of Student Centric Flipped Classroom, is presented in this article along with its theoretical foundations. To enhance their own learning, students act as co-creators in this approach and create flipped classroom activities. Through identification of connections between students' views, learning strategies, and learning theories, the article investigates the usefulness of the approach as well as learning that was achieved by students. A mixed-methods approach was employed by the researchers where they gathered information both qualitatively and quantitatively. To understand the perception of the method by the students, the data was thoroughly analyzed. Following the accomplishment of the approach, students have ambivalent attitudes towards it, based on the findings. But over time, people observe how the method assists with advanced topics in making them easier and more applicable. The study also points to the possibility of using Machine Learning (ML) methods to analyze cloud-based LMS student interaction data to predict engagement patterns and tailor flipped classroom activities. The succeeding version of the approach ought to involve both flipping and lectures more proportionately, with lectures being used to expound the subject matter and language of the course.