Networking Labs in the Online Environment: Indicators for Success.

Several techniques have been used to provide hands-on educational experiences to online learners, including remote labs, simulation software, and virtual labs, which offer a more structured environment, including simulations and scheduled asynchronous access to physical resources. This exploratory study investigated how these methods can be used from the learner's perspective to enhance the online learning experience by improving its effectiveness and maintaining students’ satisfaction while keeping the same level of standards and outcomes as face-to-face courses. Current and former online learners from several community and four-year colleges were surveyed to evaluate their experiences for utilizing different networking lab techniques. An analysis of survey results highlights the importance of lab accessibility to learner satisfaction and evaluates the interaction between learner experience and preference for networking labs. These results are used to recommend the best implementation practices and to guide future studies in online networking labs. Introduction Hands-on experience with network equipment is an essential aspect of learning computer networks, and historically it has been the mode of preparing professionals for careers in this field. It reinforces the conceptual framework of this discipline and provides the real-world experience demanded by employers in these professions (Nurul, 2006). The evolution of online learning and economic constraints have prompted the development of remote computer network laboratories and network simulation programs that closely mimic the operation of corporate computer networks (Lawson & Stackpole, 2006; Wong, Wolf, Gorinsky, & Turner, 2007) . To effectively prepare learners to transfer their learning in these environments to the enterprise, it is essential to compare the traditional network learning environment and the remote and virtual “simulated” environments. In particular, the impact of using an online learning context in conjunction with these lab scenarios must be explored because of the expanding number of online networking programs. Research exists that explores these relationships from the learner outcome perspective, but does not clearly indicate what aspects of the lab environments or learner characteristics might be related to these outcomes (Lawson & Stackpole, 2006). Because the online educational context can provide a flexible environment to accommodate individual learning characteristics, discovering these characteristics and the affect they have on learning will enable the development and maturation of more effective network labs. Background From the early days of distance learning, commonly referred to as Distance Education, and current online educational environments (elearning), teaching technical courses remotely has been a challenge. Educational institutions tried different aspects of teaching remote courses using hybrid methods, including video demonstrations, offline network laboratories, and other activities utilizing both synchronous and asynchronous teaching techniques within the same course while attempting to include experiential-based learning activities. Although the importance of providing experimentally based, hands-on learning in the online environment was acknowledged, providing this experience complicated technical support, and often required that learners purchase course-related equipment to perform the activities to master network competencies (Lahoud & Tang, 2006). Therefore, it has been challenging to offer networking courses online because of the need for hands-on experience and the high cost of networking equipment, particularly if it could not be shared (Ma & Nickerson, 2006). Technological advances during the last several years have supported the development of high-quality network simulations (Boson, 2008) and the sharing of expensive network equipment through Internet-based remote labs (Network Development Group, 2009). Remote labs became more popular because of the power of personal computers and the speed of the Internet (Border, 2007; Rigby & Dark, 2006; Schumann, 2003). According to Corter, Nickerson, Esche, Chassapis, Im, & Ma (2007), remote labs proved to be an effective tool in providing hands-on laboratory experiences to students. Networking Labs in the Online Environment: Indicators for Success Hilmi A. Lahoud and Jack P. Krichen