Figure 1.
An instructional design sequence for problem-based learning activities for online learning environments.
Figure 2.
The cone of learning (Dale, 1969).
Table 1.
A summary of the common network simulation tools in teaching computer networks
| Tool | Features | Accessibility | Supporting features |
|---|---|---|---|
| Cisco Packet Tracer | Simulate:
|
|
|
| GNS3 | Emulate:
|
|
|
| Huawei eNSP | Emulate:
|
| Some learning materials and documentation |
| OPNET | Simulate:
|
|
|
| EVE-NG | Emulate:
|
|
|
| Cisco VIRL | Emulate:
|
|
|
| NetSim | Simulate and Emulate:
|
|
|
Figure 3.
The overall design of learning flow for the computer networks subject.
Figure 4.
The server room experience in virtual reality.
Table 2.
The grade distribution of the 2019 and 2020 offerings
| Grade | 2019 (blended) offering | 2020 (online) offering | ||||
|---|---|---|---|---|---|---|
| Male (39) | Female (13) | Total (52) | Male (17) | Female (3) | Total (20) | |
| High distinction | 0 | 0 | 0 (0%) | 1 | 0 | 1 (5%) |
| Distinction | 1 | 0 | 1 (2%) | 1 | 0 | 1 (5%) |
| Credit | 1 | 0 | 1 (2%) | 3 | 1 | 4 (20%) |
| Pass | 6 | 5 | 11 (21%) | 8 | 1 | 9 (45%) |
| AF* + Fail | 31 | 8 | 39 (75%) | 4 | 1 | 5 (25%) |