探討虛擬化實驗室增強電腦網路學習與實作之研究

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陳國榮(Chaknarin Kongcharoen) 查詢紙本館藏

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資訊工程學系

論文名稱

探討虛擬化實驗室增強電腦網路學習與實作之研究
(Investigation of Virtualization-Based Lab for Enhancing Learning and Practicing in Computer Networks)

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摘要(中)

現今，多樣電腦網路課程已經包含了額外的實作練習課來提升學生的學習成效。然而，這些課必須建立一個適當的環境來讓每位學生可以在不同的網路拓樸內連結網路裝置去設定和測試功能。舉一個例子來說，Linux作業系統具有網絡裝置連線和安裝多個作業系統的虛擬化(Virtualization)技術，這可以用來支持大量學生的學習環境。在過去的研究中，虛擬化應用已經成功地應用在實驗實作上，但這些研究僅聚焦在個人的任務作業上。本研究進一步擴展過去設計虛擬化為基礎的實驗室(Virtualization-Based Laboratory, VBLab)研究，並使用合作學習(Collaborative Learning)的方法在實驗組學生的學習上。在第一個實驗，學生被分為實驗組和控制組。實驗組使用VBLab來進行他們的實作練習，而控制組則使用安裝在他們個人電腦上的Virtual Machines (VMs) 來進行。此外，也提供線上同步討論(Online Synchronous Discussion, OSD)的功能給使用VBLab的學生讓他們能夠和其他人進行溝通。實作作業分為兩個部分：基礎實作和進階實作。

此外，本研究在這個VBLab中規劃一個有效率的合作學習機制：同步化的雙人配置(Synchronized Pair Configuration, SPC），藉以提升配對的兩個學生的互動及合作學習效果來讓彼此分享和同時於各自的電腦中輸入指令並在各自的螢幕上同步顯示，以完成網路或系統的配置作業。同時，他們可以藉由OSD進行溝通。在本研究的第二個實驗中，實驗組的學生使用SPC在VBLab中來實作作業，控制組學生則在VBLab中獨自完成作業。

這個VBLab的實驗結果顯示實驗組在進階實作與第二次後測的結果比控制組好。而且，從每一個實作過程中操作指令的平均次數來看，實驗組的積極性比控制組好。除此之外，從與實驗組參與者的面談和問卷中發現，VBLab對電腦網路實作是有幫助的。在加入SPC於VBLab的實驗結果顯示，實驗組的學習成就顯著地比控制組好，並且更有自信完成實作任務。另外，這也幫助指導者減少工作量。我們也在與參與者的面談和問卷中發現，實驗組參與者非常喜歡使用在VBLab中搭配的SPC，並且有很高的動機使用他們

摘要(英)

Recently, various computer network courses have included additional lab classes in order to enhance students’ learning achievement. However, these classes need to establish a suitable lab where each student can connect network devices to configure and test functions within different network topologies. In this case, the Linux operating system can be used to operate network devices and the virtualization technique can include multiple OSs for supporting a significant number of students. In previous study, the virtualization application was successfully applied in a lab, but focused only on individual assignments. The present study extends previous study by designing the Virtualization-Based Laboratory (VBLab), which requires collaborative learning among the experimental students. In the first experiment, the students were divided into an experimental group and a control group for the experiment. The experimental group performed their lab assignments using VBLab, whereas the control group completed them on virtual machines (VMs) that were installed on their personal computers. Moreover, students using VBLab were provided with an online synchronous discussion (OSD) feature that enabled them to communicate with others. The lab assignments were divided into two parts: Basic Labs and Advanced Labs.

Moreover, this study proposed one effective collaboration mechanism—synchronized pair configuration (SPC)—in a virtualization-based lab and aimed to enhance interaction and collaboration between paired students to help them accomplish networks or systems configuration through one shared, synchronized terminal, which allows them to input commands simultaneously from two computers to accomplish tasks. Meanwhile, they can communicate through an OSD. In the second experiment, the students were divided into an experimental group, using a SPC for lab assignments, and a control group, with students completing lab assignments individually.

The results of the VBLab experiments showed that the experimental group significantly outperformed the control group in two Advanced Labs and the second post-test. Furthermore, the experimental group’s activities were better than those of the control group based on the total average of the command count per laboratory. Besides, the findings of the interviews and questionnaires with the experimental group reveal that VBLab were helpful for computer network laboratories. In the SPC in VBLab experiment, results showed that the experimental group significantly outperformed the control group in learning achievement and had more confidence in their work; furthermore, the instructor’s workload was reduced. Also, the findings of interviews and questionnaires revealed that the experimental group considerably enjoyed SPC in VBLab and had high motivation to use them.

關鍵字(中)

★ 教育虛擬化技術
★ 虛擬化實驗室
★ 合作學習
★ 同步配置
★ 學習電腦網

關鍵字(英)

★ Virtualization technology in education
★ Virtualization-based Lab
★ Collaborative learning
★ Synchronized Configuration
★ Learning computer networks

論文目次

摘要 I
ABSTRACT II
ACKNOWLEDGEMENT IV
TABLE OF CONTENTS V
LIST OF FIGURES VIII
LIST OF TABLES IX
INTRODUCTION 1
1?1 BACKGROUND 1
1?2 MOTIVATION 2
1?3 RESEARCH GAP 4
1?4 RESEARCH PURPOSES AND RESEARCH QUESTIONS 4
LITERATURE REVIEW 5
1?5 RELATED THEORY 5
1?5?1 Theories of Online Collaborative Learning 5
1?5?2 Distributed Cognition Theory 6
1?6 VIRTUALIZATION-BASED LABORATORY 7
1?6?1 Background 7
1?6?2 Review of virtualization technology 9
1?6?3 Virtualization technology in education 13
1?7 COLLABORATIVE ACTIVITY AND LEARNING 13
1?7?1 Pair programming 13
1?7?2 Synchronized programming 14
1?7?3 Online Synchronous Discussion (OSD) 15
METHODOLOGY 16
1?8 FIRST EXPERIMENT: TO ENHANCE COLLABORATIVE LEARNING AND PRACTICE NETWORK KNOWLEDGE WITH A VIRTUALIZATION LABORATORY AND ONLINE SYNCHRONOUS DISCUSSION 16
1?8?1 Participants and procedures 16
1?8?2 Learning Activity Designs 18
1?8?3 Research Variables 19
1?8?4 A Virtualization-Based Lab (Version 1.0) 20
1?9 SECOND EXPERIMENT: SYNCHRONIZED PAIR CONFIGURATION IN VIRTUALIZATION-BASED LAB FOR LEARNING COMPUTER NETWORKS 21
1?9?1 Participants and procedures 21
1?9?2 Learning activity designs 22
1?9?3 Research variables 24
1?9?4 The virtualization-based lab (Version 1.1) 25
1?10 PERCEPTION OF THE VBLAB USE 26
1?10?1 Experiment Structural Equation Model 27
1?10?2 External Variables 27
1?10?3 Variables of the TAM 28
1?10?4 Procedures and Participants 29
RESULTS AND DISCUSSIONS 30
1?11 FIRST EXPERIMENT 30
1?11?1 Learning and activity outcomes 30
1?11?2 Students’ Perceptions and Behavioral Intentions 34
1?11?3 Interview and In-Depth Investigation 36
1?12 SECOND EXPERIMENT 38
1?12?1 Learning and activity outcomes 38
1?12?2 Students’ perceptions and behavioral intentions 43
1?12?3 Interviews and in-depth investigation 44
1?13 RESULT OF PERCEPTION OF THE VBLAB USE IN STRUCTURAL EQUATION MODEL 47
1?13?1 Criteria of the Proposed Model 47
1?13?2 Results of the Proposed Model 48
1?13?3 Discussions of VBLab use 48
CONCLUSIONS, IMPLICATIONS, LIMITATIONS, AND FUTURE WORKS 50
1?14 CONCLUSIONS 50
1?15 IMPLICATIONS 51
1?16 LIMITATION AND FUTURE WORK 53
REFERENCES 55
APPENDIX A: LITERATURE OF VIRTUALIZATION TECHNOLOGY 65
APPENDIX B: LAB CLASSROOM 66
APPENDIX C: QUESTIONNAIRE SURVEY 67
APPENDIX D: TOPIC OF LAB 76
APPENDIX E: NETWORK TOPOLOGY OF FIRST EXPERIMENT 77
APPENDIX F: NETWORK TOPOLOGY OF SECOND EXPERIMENT 78
CURRICULUM VITAE 79
LIST OF PUBLICATIONS 80

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指導教授

黃武元(Wu-Yuin Hwang)

審核日期

2017-1-9

推文