Virtual computing and the Virtual Computer

This chapter presents research about a combination of physical experimentation (PE) and virtual experimentation (VE) in computer-based inquiry learning as an instructional value to students' affective domain. For this study, the author has developed a science lesson for promoting interactive inquiry learning, and the researcher investigated whether orchestrating PE and VE in sequential learning affect students' learning perception and science motivation. To evaluate the lesson, questionnaires were used to examine how students perceived the lesson and their perceptions about how the lesson promotes science motivation. The results indicated students' positive perceptions that experiencing the lesson supported cognitive performance, emotional practice, and the social inquiry process. In addition, exposure to the lesson improved students' science motivation for both females and males. This highlights that the combination is an effective way to enhance the effectiveness of high school science learning.

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Network Simulation Tools for Supporting Teaching in Computer Networks

Simulation in Computer Network Design and Modeling ◽

10.4018/978-1-4666-0191-8.ch023 ◽

2012 ◽

pp. 479-489 ◽

Cited By ~ 1

Author(s):

Shao Ying Zhu ◽

Gerald Schaefer

Keyword(s):

Student Performance ◽

Computer Networks ◽

Network Simulation ◽

Computer Networking ◽

Actual Performance ◽

Simulation Tools ◽

Virtual Computer ◽

Network Administrators ◽

Interactive Feedback ◽

Different Levels

Computer networks have evolved dramatically in recent years and consequently qualified and experienced network administrators are highly sought after, which in turn has led to the development of specialised computer networking courses at many universities. In this chapter, the authors investigate the use of network simulation tools as an alternative to be employed in computer networking laboratories. Network simulation tools provide students with the opportunity to freely experiment with virtual computer networks and equipment without the expensive costs associated with real networking hardware. The results of their research show that students appreciate the use of network simulators and see them as an effective approach to learning computer networking concepts and gaining the relevant experience. This was also confirmed by the actual performance of students who experienced different levels of exposure to networks simulators during their studies. The authors furthermore investigate the use of interactive, electronically assessed lab sessions, where students get immediate and interactive feedback while they are going through lab exercises. Their research shows that this approach not only releases the lecturer from less demanding students to better support weaker students, but that this will also lead to improved student performance and better student retention.

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