利用合作虛擬化的網絡設計輔助計算機網路學習

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：38

、訪客IP：3.138.125.2

姓名

阮合淳(Pham Ho Trong Nguyen) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

利用合作虛擬化的網絡設計輔助計算機網路學習
(To Facilitate Computer Network Learning by Collaborative Virtualization-Based Mechanism with Network Design Task)

相關論文

★ 同步表演機器人之建構與成效評估	★ 探討國小學童使用電子書多媒體註記系統結合註記分享機制對其學習行為與時間之影響
★ 先備知識對註記式多媒體電子書的影響研究：從個別環境到分享環境	★ Facilitating EFL speaking and writing with peer-tutoring and storytelling strategies in authentic learning context
★ An investigation into CKEL-supported EFL learning with TPR to reveal the importance of pronunciation and interactive sentence making	★ Investigation of Facilitating Physics Learning using Ubiquitous-Physics APP with Learning Map and Discussion Board in Authentic Contexts
★ 智慧互動SmartVpen在真實情境對於英文學習之影響	★ 探討擴展合作式多媒體認知理論和其對EFL聽力與口語能力之影響 - 結合動覺辨識和學習者設計內容之猜謎遊戲
★ 在真實情境中利用智慧機制提升國小學生之外語口說及對話能力之評估	★ 探討在真實情境下教師回饋對學習認知與學習持續性之影響
★ 註釋、對話代理和協作概念圖支持大學生議論文寫作和後設認知的培養	★ Developing and Validating the Questionnaire and Its Model for Sustainable and Scalable Authentic Contextual Learning Supported by Mobile Apps
★ 探討個人化、情境化及社會化的智慧機制輔助真實情境國小幾何學習與其對學習成效之影響	★ Investigation of smart mechanisms for authentic contextual learning with sensor and recognition technologies
★ 探討智慧回饋如何影響學習時眼動和觸控操作的表現-以 Covid-19 快篩模擬為例	★ 在真實情境下結合圖像與位置辨識促進英文寫作

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

至系統瀏覽論文 ( 永不開放)

摘要(中)

過去的十年大學的計算機網路教學發生了很大的變化，從理論驅動的方式（支持學習者的設施）到實踐驅動的方式（例如電子學習和翻轉教室）。在計算機網路教學中，使用了諸如Packet Tracer，NS2之類的仿真軟件，以簡化設置實驗室系統的複雜性。這些模擬已經證明了對教學的影響與幫助。但是由於網路技術與數據處理需求的快速發展，網路架構必須進行更改以適應未來變化，諸如SDN，SDx，Hyper-V，虛擬化等新解決方案也可以作為新一代網路體系結構的替代解決方案。這種變化導致需要改變教學網路技術的方式。另一方面，教師需要一種替代解決方案，該解決方案可以幫助他們輕鬆地將新概念和知識帶給學生，同時支持更多的學習者與有效地管理網路實驗室。另一方面，協作機制和自我設計能力逐漸成為未來需求。顯然，這是因為學習者需要能夠隨著技術的快速變化而迅速適應的好的解決方案，而學生的練習不僅是教科書中寫的，而且是發生的真實情況。因此，在這項研究中，我們建立了一個虛擬化的網路實驗室，可以為學生帶來方便的使用以及與同學合作的靈活性。此外，它還可以通過為他們提供具有許多有用功能的開放式工作區來提高他們的創造力。對於缺乏購買硬件的資金或難以管理大型教室和學生互動的問題，這種方法可能是一種有前途的解決方案。
在這一計畫，我們使用一個名為NETLab的系統進行了實驗。這是一個混合網路實驗室系統，後端是VMWare，而基於Web系統集成的前端仿真器，聊天室和終端機。利用上述元素，NETLab可以支持設置配置多個網路拓撲以供學生練習。他們還可以輕鬆地遠程工作，並共同協作處理艱鉅的任務。在本實驗中，我們將學生分為兩組：實驗組和對照組。在實驗組中，學生使用NETLab以及網路終端機和聊天室等有用功能完成了實驗任務。而對照組的同學則使用網路終端執行了課堂任務，而沒有團隊合作。經過6週的實驗，根據統計結果，實驗組的後測成績顯著高於對照組。此外，經過數週的熟悉NETLab系統後，實驗學生通過協作活動中取得顯著成績而表現越來越好。此外，科技接受模式問卷結果表明，我們提出的系統能滿足學生的需求。同時，他們還認為該系統對於幫助他們完成實驗非常有用。

摘要(英)

Over the last ten years, there was a big shift in teaching network at universities, from theory-driven way with limited facilities for supporting learner in practicing to practice-driven way like e-learning and flipped classroom. In computer network teaching, at the beginning of this change, simulation software such as Packet Tracer were applied in teaching to simplify complication of setting up lab system. These simulations have proved the effect on teaching for a long time, while network technologies were at beginning of the dawn. But due to the rapid developing of data-processing demand, the network architecture must change to adapt. In turn, new solutions like Software-defined Network (SDN), Software-defined Everything (SDx), Virtualization, etc., appear as alternative answers for new network architecture generation. Software-defined networking (SDN) technology is an approach to efficient network management that allows to configure network programmable in order to improve network performance. Furthermore, dynamic monitoring and flexible change to adapt network traffic condition making it more powerful like cloud computing than traditional network management, and “SDx” is a term mentioning to any physical item or function that can be performed as or automated by software. This change leads to the requirement of changing the way in teaching and learning network technology. On the one hand, teachers need alternative teaching way that can help student not only learn network knowledge and configuration but also foster them to achieve high level cognition like network design and network management. On the other hand, collaborative mechanisms to help network design become real demands. This is obvious because students need good solutions that can adapt quickly with rapid changes of technology, and students’ exercises are not only what are written in textbook, but also to solve real scenarios in enterprise. In this study, we built a virtualized network lab, called NETLab that can bring students convenience in using, suitability in time managing, and flexibility in collaborating with their classmate. Our proposed approach might be a promising solution to the problem of lacking funding for purchasing hardware or difficulty in managing a large classroom and students interacting.
We conducted one experiment using NETLab with two groups: experimental group with collaborative mechanism and control group without. NETLab. This is a hybrid network lab system, the VMWare in the backend and the web-based terminal in the front. NETLab can support to set up an configure multiple network topologies for students to practice. They also can easily work remotely and collaborate to deal with complicated network design and practice. In the experimental group, students accomplished their assignment using NETLab together with chatting box for collaboration while control group performed assignment individually using web terminal without teamwork. After 8 weeks of experiment, according to the statistical results, the experimental group outperformed control group in post-test. Also, getting familiar with the NETLab system helped students in experimental group to perform better and better than control group. Besides, the student perception toward our proposed system was satisfied and showed it was useful to help them accomplish their assignment. Finally, most of students also showed they were highly prompt to use NETLab in the future.

關鍵字(中)

★ 虛擬實驗室
★ 電腦網路學習
★ 網路規劃設計
★ 合作多產出機制

關鍵字(英)

★ network planning and design
★ learning computer network
★ virtual laboratory
★ collaborative mechanism

論文目次

摘要 2
Abstract 4
Acknowledgments 6
List of Figures 9
List of Tables 10
Chapter 1 Introduction 11
1.1 Background 11
1.2 Motivation 12
1.3 Research contribution 13
1.4 Research purposes and research questions 15
Chapter 2 Literature Review 16
2.1 Virtualization – A new approach 16
2.2 Virtualization for teaching computer networks 16
2.3 Learning activity to help learning and designing network computer 17
Chapter 3 System Design and Implementation 19
3.1 Emulated Virtual Environment Lab (NETLab) 19
3.1 System functionality 19
3.1 Implementation 26
Chapter 4 Research Method 27
4.1 Research structure and research variables 27
4.2 Research tools 29
4.3 Research flow and procedure 32
4.4 Research Subjects 34
4.5 Experimental activities 36
4.6 Data collection and processing 38
Chapter 5 Results and Analysis 39
5.1 Experiment results 39
5.1.1 Learning and activity outcomes 39
5.1.2 Students’ perception of NETLab system and interview 50
Chapter 6 Conclusions and Future Works 55
6.1 Conclusions 55
6.2 Limitation and future works 56
Reference 58
Appendix-A 66

參考文獻

Mohtasin, R., Prasad, P. W. C., Alsadoon, A., Zajko, G., Elchouemi, A., & Singh, A. K. (2016). Development of a virtualized networking lab using GNS3 and VMware workstation. In Proceedings of the 2016 IEEE International Conference on Wireless Communications, Signal Processing and Networking: WiSPNET 2016 (pp. 603-609).
Ushakov, Y., Polezhaev, P., Legashev, L., Shukhman, A. and Bolodurina, I. (2016). Virtual cloud network laboratory based on IaaS with automatized creation of network topology on demand. 2016 IEEE International Conference on Application of Information and Communication Technologies (AICT), 10th.
Reißmann, S., Rieger, S., Sebastian, Seifert, C., Pape, C. (2018). Using Cisco VIRL and GNS3 to Improve the Scale-out of Large Virtual Network Testbeds in Higher Education. International Journal on Advances in Telecommunications. 11. 87 - 100.
Anisetti, M., Bellandi, V., Colombo, A., Cremonini, M., Damiani, E., Frati, F., . . . Rebeccani, D. (2007). Learning computer networking on open paravirtual laboratories. IEEE Transactions on Education, 50(4), 302-311.
Aravena, M., & Ramos, A. (2009). Use of a remote network lab as an aid to support teaching computer. CLEI electronic journal, 12(1), 1-8.
Arend, U., Hilgers, P., Bombolowsky, J., Willumeit, H., Eberleh, E., & Harbusch, M. (2004a). User interface for a quick activity window: Google Patents.
Arend, U., Hilgers, P., Bombolowsky, J., Willumeit, H., Eberleh, E., & Harbusch, M. (2004b). User interface for an activity scout window: Google Patents.
Arend, U., Hilgers, P., Bombolowsky, J., Willumeit, H., Eberleh, E., & Harbusch, M. (2004c). User interface for an object instance floorplan: Google Patents.
Beetham, H. (2007). An approach to learning activity design. Rethinking pedagogy for a digital age: Designing and delivering e-learning, 26-40.
Braught, G., Wahls, T., & Eby, L. M. (2011). The case for pair programming in the computer science classroom. ACM Transactions on Computing Education (TOCE), 11(1), 2.
Carniani, E., & Davoli, R. (2001). The NetWire emulator: a tool for teaching and understanding networks. Paper presented at the ACM SIGCSE Bulletin.
Chand, B. S., Rao, K. R., & Babu, S. S. (2013). Exploration of new simulation tools for wireless sensor networks. International Journal of Science and Research (IJSR), 2(4).
Chaparro, E. A., Yuksel, A., Romero, P., & Bryant, S. (2005). Factors affecting the perceived effectiveness of pair programming in higher education. Paper presented at the Proc. PPIG.
Chen, N.-S., & Lin, K.-M. (2002). Factors affecting e-learning for achievement. Paper presented at the IEEE International Conference on Advanced Learning Technologies.
Chenard, J.-S., Zilic, Z., & Prokic, M. (2008). A laboratory setup and teaching methodology for wireless and mobile embedded systems. IEEE Transactions on Education, 51(3), 378-384.
Chou, T.-S., Lunsford, P. J., & Thomson, K. (2015). Design of Simulation-Based Laboratories for Teaching Wireless Network Technologies.
Chu, K. (2000). Can Web-based laboratories replace traditional laboratories? Education Research Journal, 2(15), 257-274.
Delco, M. R. (2009). Method and system for sharing a network connection in a virtual computer system: Google Patents.
Dong, Y., Zhang, X., Dai, J., & Guan, H. (2014). HYVI: a hybrid virtualization solution balancing performance and manageability. IEEE Transactions on Parallel and Distributed Systems, 25(9), 2332-2341.
Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94(1), 103-120.
Faxun, L. (2010). The Application of GNS3 in Network Experiments [J]. Computer & Telecommunication, 10, 032.
Ferro, E., & Potorti, F. (2005). Bluetooth and Wi-Fi wireless protocols: a survey and a comparison. IEEE Wireless Communications, 12(1), 12-26.
Gamer, T., Völker, L., & Zitterbart, M. (2011). Differentiated security in wireless mesh networks. Security and Communication Networks, 4(3), 257-266.
Gaspar, A., Langevin, S., Armitage, W., Sekar, R., & Daniels, T. (2008). The role of virtualization in computing education. Paper presented at the ACM sIGCsE bulletin.
Ginns, P., & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning. The Internet and Higher Education, 10(1), 53-64.
Gorghiu, L. M., Gorghiu, G., Dumitrescu, C., Olteanu, R. L., Bîzoi, M., & Suduc, A.-M. (2010). Implementing virtual experiments in Sciences education-challenges and experiences achieved in the frame of VccSSe Comenius 2.1. project. Procedia-Social and Behavioral Sciences, 2(2), 2952-2956.
Haritha, N. L., & Ashok, M. A Critical Study on Wireless Network Attacks for Preventing Channel Congestion. INTERNATIONAL JOURNAL OF COMPUTER TRENDS & TECHNOLOGY, 1(4), 2154-2158.
Hastie, M., Hung, I. C., Chen, N. S., & Kinshuk. (2010). A blended synchronous learning model for educational international collaboration. Innovations in Education and Teaching International, 47(1), 9-24.
Henderson, T. R., Lacage, M., Riley, G. F., Dowell, C., & Kopena, J. (2008). Network simulations with the ns-3 simulator. SIGCOMM demonstration, 14.
Huang, T.-Y., Jeyakumar, V., Lantz, B., Feamster, N., Winstein, K., & Sivaraman, A. (2014). Teaching computer networking with mininet. Paper presented at the ACM SIGCOMM.
Hwang, G. J., Wu, P. H., Zhuang, Y. Y., & Huang, Y. M. (2013). Effects of the inquiry-based mobile learning model on the cognitive load and learning achievement of students. Interactive Learning Environments, 21(4), 338-354.
Hwang, W.-Y., Kongcharoen, C., & Ghinea, G. (2014). To enhance collaborative learning and practice network knowledge with a virtualization laboratory and online synchronous discussion. The International Review of Research in Open and Distributed Learning, 15(4).
Issariyakul, T., & Hossain, E. (2011). Introduction to network simulator NS2: Springer Science & Business Media.
Jalobeanu, M. (2006). Internet-a virtual laboratory for distributed computing. Paper presented at the 2006 International Remote Engineering Virtual Instrumentation Symposium.
Janitor, J., Jakab, F., & Kniewald, K. (2010). Visual learning tools for teaching/learning computer networks: Cisco networking academy and packet tracer. Paper presented at the Networking and Services (ICNS), 2010 Sixth International Conference on.
Johnson, S. D., Aragon, S. R., Shaik, N., & Palma-Rivas, N. (2000). Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. Journal of interactive learning research, 11(1), 29.
Kadne, A. (2010). vLab: a cloud based resource and service sharing platform for computer and network security education. Arizona State University.
Krichen, J. P., & Lahoud, H. (2008). Remote labs in the online environment: indicators for success. Paper presented at the Proceedings of the 9th ACM SIGITE conference on Information technology education.
Lin, Q., Qi, Z., Wu, J., Dong, Y., & Guan, H. (2012). Optimizing virtual machines using hybrid virtualization. Journal of Systems and Software, 85(11), 2593-2603.
Lucio, G. F., Paredes-Farrera, M., Jammeh, E., Fleury, M., & Reed, M. J. (2003). Opnet modeler and ns-2: Comparing the accuracy of network simulators for packet-level analysis using a network testbed. wseas transactions on computers, 2(3), 700-707.
Marsa-Maestre, I., De La Hoz, E., Gimenez-Guzman, J. M., & Lopez-Carmona, M. A. (2013). Design and evaluation of a learning environment to effectively provide network security skills. Computers & Education, 69, 225-236.
Mohammed, A. R., & Tarpley, L. (2010). Effects of high night temperature and spikelet position on yield-related parameters of rice (Oryza sativa L.) plants. European Journal of Agronomy, 33(2), 117-123.
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129-135.
Nitchi, S. I., Mihaila, A., & Podean, M. (2009). Collaboration and virtualization in large information systems projects. Informatica Economica, 13(2), 12.
O’brien, R. M. (2007). A caution regarding rules of thumb for variance inflation factors. Quality & Quantity, 41(5), 673-690.
Pati, B., Misra, S., & Saha, B. K. (2012). Advanced network technologies virtual lab: a human-computer interface for performing experiments on wireless sensor networks. Paper presented at the Intelligent Human Computer Interaction (IHCI), 2012 4th International Conference on.
Pizzonia, M., & Rimondini, M. (2008). Netkit: easy emulation of complex networks on inexpensive hardware. Paper presented at the Proceedings of the 4th International Conference on Testbeds and research infrastructures for the development of networks & communities.
Ruiz-Martinez, A., Pereniguez-Garcia, F., Marin-Lopez, R., Ruiz-Martínez, P. M., & Skarmeta-Gomez, A. F. (2013). Teaching advanced concepts in computer networks: Vnuml-um virtualization tool. IEEE Transactions on Learning Technologies, 6(1), 85-96.
Saadi, Y., Nassereddine, B., Jounaidi, S., & Haqiq, A. VLANs Investigation in IEEE 802.11 s Based Wireless Mesh Networks.
Sarkar, N. I., & Craig, T. M. (2006). Teaching wireless communication and networking fundamentals using Wi-Fi projects. IEEE Transactions on Education, 49(1), 98-104.
Sarkar, N. I., & Petrova, K. (2013). Design and evaluation of a web-based tool for teaching computer network design to undergraduates. Web-Based and Blended Educational Tools and Innovations, 214-231.
Scrimshaw, P. (2004). Enabling teachers to make successful use of ICT.
Shadiev, R., Hwang, W.-Y., Huang, Y.-M., & Liu, T.-Y. (2015). The Impact of Supported and Annotated Mobile Learning on Achievement and Cognitive Load. Educational Technology & Society, 18(4), 53-69.
Sheorey, T. (2014). Empirical evidence of relationship between virtual lab development and students learning through field trials on vlab on mechatronics. International Journal of Information and Education Technology, 4(1), 97.
Sllame, A. M., & Jafaray, M. (2013). Using Simulation and Modeling Tools in Teaching Computer Network Courses. Paper presented at the IT Convergence and Security (ICITCS), 2013 International Conference on.
Steffen, G. D., & Abu‐Mulaweh, H. (2010). Teaching local area networking in a secure virtual environment. Computer Applications in Engineering Education, 18(3), 547-554.
Sun, K.-t., Lin, Y.-c., & Yu, C.-j. (2008). A study on learning effect among different learning styles in a Web-based lab of science for elementary school students. Computers & Education, 50(4), 1411-1422.
Van Merrienboer, J. J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational psychology review, 17(2), 147-177.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 425-478.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes: Harvard university press.
Wang, X., Hembroff, G. C., & Yedica, R. (2010). Using VMware VCenter lab manager in undergraduate education for system administration and network security. Paper presented at the Proceedings of the 2010 ACM conference on Information technology education.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry, 17(2), 89-100.
Wu, Y.-L., Tao, Y.-H., & Yang, P.-C. (2007). Using UTAUT to explore the behavior of 3G mobile communication users. Paper presented at the Industrial Engineering and Engineering Management, 2007 IEEE International Conference on.
Xakaza-Kumalo, S. (2010). Using the internet communication tools to facilitate learning. Paper presented at the Education and Management Technology (ICEMT), 2010 International Conference on.
Xu, L., Huang, D., & Tsai, W.-T. (2014). Cloud-based virtual laboratory for network security education. IEEE Transactions on Education, 57(3), 145-150.
Yu, X. (2008). A new wireless network teaching and learning system based on network simulator. Paper presented at the IT in Medicine and Education, 2008. ITME 2008. IEEE International Symposium on.
The IRIS Center. (2005). Providing instructional supports: Facilitating mastery of new skills . Retrieved on [06, 12, 2017] from https://iris.peabody.vanderbilt.edu/module/sca/

指導教授

黃武元(Wu-Yuin Hwang)

審核日期

2019-12-26

推文