Design and implementation of a smart learning environment for teaching computer networking

• Published in: European journal of open, distance and E-Learning Vol. 25; no. 1; pp. 162 - 179
• Main Authors: Woolcott, Geoff, Bui, Vinh
• Format: Journal Article
• Language: English
• Published: Leuven Sciendo 31.10.2023; De Gruyter Poland
• Subjects: Active learning; Addition; Blended learning; Case studies; Class Activities; College Science; Computer engineering; computer networking; Computer networks; COVID-19; Distance Education; Distance learning; Education; Educational Environment; Educational Strategies; Educational technology; Electronic Learning; Engineering Education; Influence of Technology; Instructional design; Instructional Effectiveness; Knowledge; Learner Engagement; Learning activities; Learning Processes; Lecture Method; Music Facilities; novel teaching approaches; Online Courses; Online instruction; online learning; online teaching; Public speaking; School environment; Science Laboratories; Simulation; smart learning environments; Student Participation; Students; Teaching
• ISSN: 1027-5207; 1027-5207
• DOI: 10.2478/eurodl-2023-0013

The transition to fully online delivery in the COVID-19 pandemic has added to already existing and significant challenges in subjects and programs that require a component of practicum, on-site experience or hands-on laboratory work. This article presents initial results from a study that responds to challenges arising in moving to a fully online version of an advanced-level computer networking subject within a postgraduate computing degree. Specifically, the study addresses challenges related to a lack of effective teaching approaches combined with a lack of integrated technologies for conducting hands-on laboratory work in online learning environments. The findings presented are from a case study comparison of face-to-face delivery with a newly developed ‘smart learning environment’. Findings indicate that student results and satisfaction levels from the two modes of delivery were comparable. Findings support the purpose-designed instructional strategy, integrated technologies and practical assessments, set within sequenced and scaffolded activities. Further research is being undertaken to confirm the effectiveness of the changes, including case studies of students’ performance data from subsequent offerings of the subject and the inclusion of pre-test post-test protocols and randomised trials.