Lee J. Leitner
ABSTRACT
We have developed an Internet-connected, client/server environment that can perform operations of arbitrary scope under the control of remote users. We describe the results of our initial work to apply this remote-access technology to the creation of a laboratory environment for use by online students in information technology programs. Our objective is to provide distance-learning students with a remote laboratory experience that replicates key aspects of the traditional, on-campus laboratory environment to the maximum possible extent, providing distance-learning students with an effective and satisfying laboratory experience. In many cases, online students are denied laboratory experience entirely, are asked to construct their own laboratory, or must substitute simulation for direct experience. Our remotely accessed, virtual networked laboratory environment applies technology to restore the key aspects of the traditional laboratory experience to the online student. This paper discusses the progress of our work so far, describing our traditional laboratory model, virtual laboratory technology and architecture, the mapping of the laboratory model to our environment, and our initial laboratory procedures and protocols. We are at the stage of prototyping laboratory activities developed for study of computer networking. This paper also discusses the results achieved from our prototype activity, which demonstrated both the feasibility and limitations of our approach.
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Index Terms
- A virtual laboratory environment for online IT education
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Reviews
Symeon D. Retalis
This interesting paper proposes a learning model and an architectural blueprint for a virtual networked laboratory (VNL) that could be used in online information technology (IT) education. For many years, research and development groups have been working on creating educational interactive environments that could be used by learners for creating and conducting simulated experiments remotely. Most of these virtual laboratories have been used in subjects like physics and chemistry, where experimentation is of prime importance in achieving learning goals, and only a few have been used in IT education. For example, Carnegie Mellon University has developed a collection of virtual labs called the ChemCollective for chemistry education [1]. The added value of VNLs is well documented: they require few physical resources and are flexible in terms of space, time, resources, and so on, allowing learners to design and perform diverse experiments in a safe interactive environment that offers constructive feedback during the experimentation process. The various types of VNLs are well described in this paper. This is the paper's main strength. More specifically, the authors give an overview of the solutions for various remote laboratory approaches, such as self-construction laboratories and simulations. The authors also try to present an architectural blueprint of a VNL for IT education. Unfortunately, this blueprint is very abstract and is not accompanied by a detailed use case scenario for a specific topic in IT education. Such scenarios can be found in other papers [2,3]. In conclusion, this paper clearly describes the various types of virtual laboratories and their added value. It is a good starting point for people interested in applying this learning approach to IT education. Online Computing Reviews Service
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