Teaching TCP/IP Networking Using Practical Laboratory Exercises

It is often difficult to motivate students to learn TCP/IP networking concepts because students appear to find the subject rather technical, dry, and boring. To overcome this problem, we have prepared some practical laboratory exercises (practicals) and other materials. They are designed around a mu...

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Bibliographic Details
Published in:International journal of information and communication technology education Vol. 2; no. 4; pp. 39 - 50
Main Author: Sarkar, Nurul I
Format: Journal Article
Language:English
Published: Hershey IGI Global 01.10.2006
Subjects:
Analysis
Classrooms
Client Server Architecture
Communication (Thought Transfer)
Comprehension
Computer Science
Computer Simulation
Concept analysis
Concepts
Copyrights
Education
Educational activities
Educational Technology
Electronic Equipment
Experiential Learning
Feedback
Influence of Technology
Information technology
Laboratories
Learning
Learning Activities
Learning Experience
Learning Motivation
Methods
Motivation
Multitasking
Networking
Networks
Outcomes of Education
Science Instruction
Science Teaching Centers
Student Motivation
Student Participation
Students
Study and teaching
TCP/IP (protocol)
Teaching
Teaching methods
Technology Education
Transmission Control Protocol/Internet Protocol (Computer network protocol)
World Problems
United States
ISSN:1550-1876, 1550-1337
Online Access:Get full text
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Summary:It is often difficult to motivate students to learn TCP/IP networking concepts because students appear to find the subject rather technical, dry, and boring. To overcome this problem, we have prepared some practical laboratory exercises (practicals) and other materials. They are designed around a multi-user, multi-tasking operating system and are suitable for classroom use in undergraduate TCP/IP networking courses. The effectiveness of these practicals has been evaluated both formally by students and informally in discussion within the teaching team. The implementation of the practicals was judged to be successful because of the positive student feedback and because students improved their test results. This article describes the practicals and their impact on student learning and comprehension, based on the author’s experiences in an undergraduate IT course.
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ISSN:1550-1876
1550-1337
DOI:10.4018/jicte.2006100104