博碩士論文 104524601 詳細資訊




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:13 、訪客IP:54.159.85.193
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)
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★ 面對面與網路混合試教之研究
★ 探討對行動學習輔具科技接受模式的研究★ 開發「Web3D虛擬教室系統」與數學幾何問題解決之研究
★ 學習網站的溝通型態:內在互動、人際互動與外在互動★ 探討面對面與網路混合試教對學習互動之影響
★ 利用Web-based環境與學習活動探討程式設計的認知層次及其對學習的影響★ 透過即時通訊代理人的輔助對學習社群的社群認同及學習成效影響之探討
★ 探討線上英語活動對英語學習成效之影響 -利用多媒體註記工具促進英語寫作與口說★ 探討整合主動式電子郵件功能之無縫式合作學習環境
★ 探討手機動態群組機制與學習策略對英語字彙學習的影響★ 利用MCSCL探討同儕聆聽多樣性對英語學習之影響
★ 探討線上學習筆記與自我評量與其對學習的影響★ 探討情境熟悉對英語學習之影響-應用行動裝置在校園情境英語學習
檔案 [Endnote RIS 格式]    [Bibtex 格式]    至系統瀏覽論文 (2020-7-1以後開放)
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
參考文獻

Reference
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(Dr. Wu-Yuin Hwang) 審核日期 2017-7-26
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明