使用合作式虛擬化以及即時逐步引導機制提升電腦網路學習

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姓名

哈里克(Michaele Haregot) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

使用合作式虛擬化以及即時逐步引導機制提升電腦網路學習
(To Facilitate Computer Network Learning with Collaborative Virtualization-Based Mechanism and Instant Stepwise Guidance)

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摘要(中)

無論是有線網路還是無線網路，電腦網路的教學對於學習電腦科學相關的學生來說為一門核心的課程也已經被納入學習的課程中。近幾年來，虛擬電腦網路實驗室已經廣泛的被用來教授學習者如何安裝路由器以及交換器等網路相關設備，透過這樣的方式在網路建置的實例中進行練習，就不需要購買任何的網路硬體設備。虛擬電腦網路實驗室應用於教育上有許多的優點，例如: 低經費的消耗、便利的管理以及高互動性的環境等等。
本研究中的第一個實驗建置一個整合了網路模擬器以及虛擬化的技術的HVLab實驗室，在這個實驗室中需要一個合作的機制來促使實驗對像間的討論、溝通，同時，此實驗室可以支援多樣的網路安裝實例(虛擬網路)，讓學生有更多的機會進行練習。實驗中，實驗組的學生透過HVLab中的聊天室窗以及網路終端機，與同儕合作進行指派的作業，控制組的學生僅各自用網路終端機來完成指派的作業。實驗結果顯示，實驗組的學生的後測成績顯著高於控制組的學生，此外，當實驗組的學生對於如何使用系統來進行合作學習越來越熟悉後，他們於回家作業以及課堂作業的表現比起控制組更加突出，實驗組的學生也表示使用此系統來進行合作活動對於作業的進行是非常有幫助的，系統也相當容易上手，對於未來的學習，他們也相當有意願繼續使用此系統結合合作學習的活動來進行學習。最後，從數據以及問卷的觀察發現，於HVLab中進行合作學習，具有相當大的潛在優勢。
本研究的第二個實驗中提出一個即時且逐步性的引導機制，主要目的是希望能提供系統系的引導讓學生練習無線網路的架設。實驗中我們將學生分為實驗組以及控制組，實驗組的學生使用即時逐步的引導機制來完成實驗室中的指派作業，控制組的部分則使用網路模擬器進行指派作業；實驗中我們探討所提出的機制對於學習者的學習成效、學習行為、認知負荷以及學習者間面對面互相討論的次數有甚麼樣的影響，實驗結果顯示，實驗組學生對於實驗室中的活動以及後測成績的表現都優於控制組的學生，除此之外，我們發現學生使用此機制進行學習，比起控制組，會有較低的認知負荷，彼此之間的討論次數也變的比較少，最後，實驗組的學生也表明，這樣的機制很容易使用，對於無線網路的建置也很有幫助，大部分的學生也都期望未來能夠使用這樣的機制繼續進行學習。
關鍵字: 無線網路教學, 電腦網路學習, 網頁式虛擬合作學習

摘要(英)

Teaching computer networks (both wired and wireless networks) is one of the core topics in computer science curricula for undergraduate students. Recently, a virtualized computer network lab has been used for teaching students to configure network devices, such as routers and switches, to practice in real network configuration scenarios without purchasing network hardware. The virtualized computer network lab provides several educational benefits such as, cost efficiency, less management, and interactive environment.
The first experiment of this study proposed a web-based Hybrid Virtualization Laboratory (HVLab), which integrates network emulators and virtualization technology. Moreover, HVlab requires a collaborative mechanism to facilitate discussion among the experimental students. Meanwhile, the HVLab can support multiple network configuration scenarios (network emulators) for students to practice. In this experiment, the students were divided into an experimental and a control group. The experimental group students perform their lab assignment using HVLab collaboratively with the help of chatting window and web terminal, whereas the control group completed using with web terminal without collaboration. After the experiment, the statistical results showed that the post-test scores of the experimental group were higher than the control group. In addition, when experimental students become more familiar with HVLab with collaborative activities, they outperform the control groups in an in-class and homework assignment. Furthermore, the experimental students perceived that were easy to use the HVLab with collaborative activities and useful for accomplishing assignment and homework. Most of the students also expressed their feeling that they were highly motivated to use HVLab with collaborative activities as a learning tool in the future. Finally, the observation and questionnaire with experimental group showed that collaboration in HVLab was potentially helpful during the experiment.
The second experiment also proposed an instant stepwise guidance (ISG) as a proposed mechanism; which aimed to provide step-by-step guidance for students to practice wireless network configuration. The students were divided into an experimental and control groups. The experimental students were used ISG to accomplish their lab assignment, whereas the control group students used network simulator. This experiment investigates the effect of the proposed mechanism for students learning achievement, learning behavior, cognitive load and face-to-face help. After the experiment, the statistical result showed that the experimental group outperformed the control groups in most of the laboratory activities and post-test. Furthermore, this study found the students that used the proposed mechanism had less cognitive load and face-to-face help than control students. Moreover, the experimental group perceived that the proposed mechanism was easy to use and useful to practice wireless network configuration. Most students also expressed feeling that they were motivated to use the proposed mechanism as a learning tool in near future.
Keyword: Keyword: Hybrid Virtualization, web-based virtualization laboratories, teaching computer network, Simulation based laboratory, instant stepwise guidance, teaching wireless network.

關鍵字(中)

★ 無線網路教學
★ 電腦網路學習
★ 網頁式虛擬合作學習

關鍵字(英)

★ Hybrid Virtualization
★ web-based virtualization laboratories
★ teaching computer network
★ instant stepwise guidance
★ teaching wireless network

論文目次

摘要 i
Abstract iii
Acknowledgment v
Contents vi
List of Figures x
List of Tables xi
Chapter 1 Introduction 1
1.1 Background 1
1.2 Motivation 5
1.3 Research gap 5
1.4 Research purposes and research questions 7
Chapter 2 Literature Review 9
2.1 Hybrid virtualization technology 9
2.2 Virtualization laboratory (VL) for education 9
2.3 Online collaborative learning 10
2.4 Interaction and learning achievement 11
2.5 Teaching wireless network with simulator 12
2.6 Instant stepwise guidance and scaffolding theory 13
2.7 Learning activity design: assignment and homework 14
2.8 Unified theory of acceptance and use of technology (UTAUT) 15
Chapter 3 System Design and Implementation 17
3.1 First Experiment: Web-based hybrid virtualization laboratory to facilitate computer network learning: HVLab 17
3.1.1 Hybrid Virtualization Laboratory (HVLab) 17
3.1.2 System functionality 17
3.1.3 Implementation 19
3.2 Second experiment: Simulation-based laboratory with ISG to help practicing wireless network configuration. 21
3.2.1 Instant Stepwise Guidance (ISG) 21
3.2.2 System functionality 21
3.2.3 Implementation 24
Chapter 4 Research Method 25
4.1 First Experiment: 25
4.1.1 Research structure and research variables 25
4.1.2 Research tools 27
4.1.3 Research procedure 28
4.1.4 Participants and experiment procedure 30
4.1.5 Learning activity design 32
4.1.6 Data collection and processing 35
4.2 Second experiment: 36
4.2.1 Research structure and research variables 36
4.2.2 Research tools 37
4.2.3 Research procedure 39
4.2.4 Participants and procedure 40
4.2.5 Learning activity design 41
4.2.6 Data collection and processing 43
Chapter 5 Data Analysis, Result and Discussion 45
5.1 First experiment 45
5.1.1 Learning and activity outcomes 45
5.1.2 Students perception and behavioral intention towards HVLab 50
5.1.3 HVLab Server performance result 51
5.1.4 Observation and findings 54
5.2 Second experiment 56
5.2.1 Learning activity outcomes 56
5.2.2 Students perception and behavioral intention towards the proposed mechanism 65
5.2.3 The result of in-depth interview 65
Chapter 6 Conclusion, Implications, Limitations and Future works 68
6.1 Conclusion 68
6.2 Implications 69
6.3 Limitations and future works 71
Reference 72
Appendix-A 80
Appendix-B 83
Appendix-C 86
Appendix-D 88
Appendix-E 92
Appendix-F 93
Appendix-G 95
Appendix-H 99

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指導教授

黃武元(Dr. Wu-Yuin Hwang)

審核日期

2017-7-26

推文