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<p>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.</p>
</abstract>

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.

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

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution 4.0 International License.

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...

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

Article Category: Research Article

Publié en ligne: 31 oct. 2023

Pages: 162 - 179

DOI: https://doi.org/10.2478/eurodl-2023-0013

Mots clés
novel teaching approaches, computer networking, online learning, smart learning environments, educational technology, COVID-19, online teaching, instructional design

© 2023 Geoff Woolcott et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

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

Article Category: Research Article

Publié en ligne: 31 oct. 2023

Pages: 162 - 179

DOI: https://doi.org/10.2478/eurodl-2023-0013

Mots clésnovel teaching approaches, computer networking, online learning, smart learning environments, educational technology, COVID-19, online teaching, instructional design

© 2023 Geoff Woolcott et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Mots clés
novel teaching approaches, computer networking, online learning, smart learning environments, educational technology, COVID-19, online teaching, instructional design