Virtual laboratories are a potential replacement for standard laboratory facilities. Use of these virtual resources can reduce cost and maintenance overheads for teaching institutions while still ensuring that students have access to real equipment. Previous work indicates that students respond well to such environments, but one important operational aspect has been overlooked. In this work, we consider instructor overhead by comparing the amount of work required to teach courses with and without the use of a virtual laboratory. In particular, we examine two graduate computer networking courses, each taught with the standard software-only approach and then taught later with the Open Network Laboratory. Our data show that the effort required by the instructor to use a virtual laboratory is not much more than in a software-only environment, and that the increased interaction between student and instructor can be beneficial as the student questions are primarily focused on fundamental networking concepts.
虚拟实验室是标准实验室设施的潜在替代品。这些虚拟资源的使用可以减少教学机构的成本和维护开销,同时仍确保学生可以使用实际设备。以前的工作表明,学生对这种环境反应良好,但是一个重要的操作方面却被忽略了。在这项工作中,我们通过比较使用和不使用虚拟实验室的课程教学所需的工作量,来考虑教师的开销。特别是,我们检查了两门研究生计算机网络课程,每门课程都采用标准的纯软件方法进行授课,然后再由开放网络实验室进行授课。我们的数据表明,教师使用虚拟实验室所需的工作仅比在纯软件环境中多得多,并且由于学生的问题主要集中在基本的网络概念上,因此学生与教师之间互动的增加可能是有益的 P>
机译:虚拟网络实验室的运营经验
机译:通过基于虚拟化的实验室模型增强计算机网络的学习经验
机译:增强无线网络规划学习的虚拟实验室经验
机译:虚拟网络实验室的教学经验
机译:物理和虚拟实验室的结合:科学实验室环境的感知特征对学习者观念的影响
机译:学生和教职员工在教育中使用虚拟社交网络的经验:定性内容分析
机译:虚拟网络实验室的运营经验