The data communications course with a dedicated lab: design, implementation, and student assessment.

Lee, Jong-Sung ; Maier, J. Lee

INTRODUCTION

A major limitation of data communications courses offered in Computer Information / Management Information Systems (CIS/MIS) undergraduate programs is the lack of a hands-on network experience. To gain this experience, students need ready access to client/server hardware and software that allow them to actually install and manage various network configurations. Traditional department or college computer labs typically do not meet this need. In these labs, students come in contact with either stand-alone computers or client computers that have applications software installed for their diversified uses. Usually, students are not allowed to use or program the server computers. The need for a hands-on network experience necessitates a lab that is dedicated solely to the data communications course. The major obstacles to creating an environment that provides for a hands-on network experience are the expense and availability of computer resources. If the computer and other hardware resources are not available, the must be acquired. If computer resources are available, they are usually restricted to demonstration purposes and students have no opportunity to actually use them. As a consequence, most data communications courses in CIS/MIS programs are taught using textbooks only. In this environment, the likelihood that a student will gain a valuable hands-on data communications experience is virtually nil.

The main areas of concern when developing a dedicated data communications lab are faculty preparation, adequate physical space, resource procurement and testing, and course design, implementation, and assessment. While all of these are major considerations, the focus of this paper is on the design, implementation, and assessment of a course that incorporates a dedicated lab experience. A brief discussion of faculty preparation, physical space, resource procurement and testing is provided to give a fuller understanding of the courses total development.

FACULTY PREPARATION

Few CIS/MIS departments are fortunate to find and hire faculty with both the education and the experience to design, install, and manage data communications systems. Most graduate programs in CIS/MIS require students take a course in data communications but these courses, like most undergraduate courses, do not provide for a hands-on experience. As a consequence, the faculty member selected to teach a course with a hands-on component may require specific training before being able to teach the course. Taking courses or attending formal training programs can provide the faculty member with the requisite technical skill. However the technical skill is acquired, it must be gained prior to the course's implementation. This may add significantly to the lead-time needed to implement the course.

PHYSICAL SPACE

Creating a dedicated lab for the data communications course does not necessarily demand a large physical space. One factor to consider in finding a room of adequate size is the number of computers and other devices to be installed in the lab. Figure 1 presents a model of the minimal hardware requirements believed necessary to implement an effective lab. Implementation of this model requires little physical space. A second important factor is the number of students that will be using in the lab at any one time. This factor is influenced by course design and whether students will be working in a team/group environment or individually. The team/group approach may require less space than individual approach.

RESOURCE PROCUREMENT AND TESTING

A suggested minimal lab design capable of providing an excellent hands-on experience calls for three network configurations: (1) a stand-alone, Windows NT-based small PC network; (2) a stand-alone, Novell Netware-based PC network; and (3) a "site" network composed of the two standalone PC networks connected to the Internet. The site network is shown in Figure 1. This model provides the student with experience in the basic design, installation, and management of networks in two important areas: first, in two widely used network systems and second, in connecting these two networks to the Internet via a switching device. The minimum resource requirements for these networks are space, hardware, software, communication devices, and media. Limited financial resources will necessitate a great deal of creativity and innovation to implement the suggested configuration. For information purposes, the following discussion describes how it was actually accomplished for less than $600.

A small, but adequate, office space with an Internet connection and furniture was provided by the CIS Department. Hardware needs associated with the site network configuration shown in Figure 1 call for 2 server and 4 client computers. In addition, 2 backup computers were included in the requirements. Because of limited financial resources, these 8 computers were acquired by "cannibalizing" 11 faculty replacement computers that were made available from within the college. A used printer was provided. Purchases included 32 MB RAM, NT server software, a demo version of Novell Netware 5 software, two hubs, one switch, and 10 feet of UTP wiring. The total cost for the needed resources to implement the site network configuration was $ 553.24. Obviously, the cost will be considerably higher if all items of hardware and software have to be purchased new.

Before declaring the lab ready for course use, each of the two PC networks was installed and tested by the professor. Basic applications such as file transfer and printer service were demonstrated successfully. (See Figure 1). After testing the two stand-alone networks, the site network was constructed, connected to the Internet, and successfully tested. Approximately 4 months were needed to acquire needed resources and design, install, and test the 3 configurations.

COURSE DESIGN

The goal of this course is to teach data communications theory and network development in the organizational context. Ideally, classroom discussion based on textbook material should be supplemented with hands-on projects in networking. For this reason, 40% of a student's grade was based on the student's performance in a team/group hands-on data communications project. The remaining 60 % of the grade was made up of quizzes and exams based on the particular data communications concept being covered. The project was divided into three phases as described below. For these phases, it was necessary to develop user/technical manuals for the students' use. Each phase was preceded by a description and discussion of these manuals.

Phase 1: Students are required to develop a Windows NT-based PC network with one server and two clients. The students must set up and install the physical wire connection between the computers and the hub. They are also required to install and configure the communication system software. In each step of the installation process, relevant communication topics that were covered in the classroom discussion were re-emphasized. Following configuration and installation, each system component has to be successfully tested. For the test, a text file must be created in the clients and saved on the server to illustrate the concepts of file server computing. To gain a fuller understanding of the concepts of client/server computing, a second text file must be created. This file is to be created partially in a client and partially in the server and saved on both the server and the client computers. Students are also responsible for mapping a server disk folder into the client PCs. To compete the project and further demonstrate client/server processing, the network printer server and the internal mail server have to be configured and successfully tested. Two hours are allowed for Phase 1 and students are required to provide a written report of their actions.

Phase 2: Students are required to develop a Novell Netware-based PC network with one server and two client computers. Basically, they must accomplish the same activities as in Phase 1 with the exception of installing the printer and mail servers. A maximum of 1 hour is allowed for Phase 2.

Phase 3: Students are required to develop a site network that combines the PC networks developed in Phase 1 and Phase 2. They must connect the hubs in the PC networks to the switch. Students must successfully demonstrate simple file processing and client/server processing as they did in Phase 1 and Phase 2 but, this time across the two PC networks. Additionally, the students have to complete the physical connection of the switch to the Internet. To test this connection, the students are required to configure the TCP/IP in the client computers and successfully browse the Web. One hour and thirty minutes are allowed to accomplish Phase 3.

COURSE IMPLEMENTATION

The best way to give the students maximum hands-on experience is to have each individual student complete the entire project. Typically, because of the large number of students taking the data communications course, this is not feasible. Consequently, students are placed into teams consisting of 4-5 members. Course time constraints dictated that the lab project be divided into 2 blocks. The first block requires students to implement Phase 1 and begins in the 5th week of the term. The second block requires students to implement Phase 2 and Phase 3 and begins in the 10th week. Students were required to form their project groups by the third week of the term. At the time teams are formed, lab appointments are scheduled from the available lab hours. Each block is divided into 5 parts and each team member is required to complete one of the five parts while the other members observe carefully. A team member working on his/her assigned part is allowed to receive only minimal help from other students. The blocks with their respective parts are as follows:

Block 1 (Implements Phase 1):

Part 1: Wiring and installation of the Windows NT server program.

Part 2: Configuring the server and the first client. Accomplishing a file server and client/server computing example using a simple text file.

Part 3: Configuring the server and the second client. Accomplishing a file server and client/server computing example using a simple text file.

Part 4: Installing and executing the network printer server.

Part 5: Installing and executing the internal mail server.

Block 2 (Implements Phase 2 and Phase 3):

Part 1: Wiring and installation of the Novell Netware server program.

Part 2: Configuring the server and the first client. Accomplishing a file server and client/server computing example using a simple text file.

Part 3: Configuring the server and the second client. Accomplishing a file server and client/server computing example using a simple text file.

Part 4: Wiring and configuring the servers and clients for the site network model.

Part 5: Wiring and configuring the site network to the Internet.

To provide each team the opportunity to install and configure the network software, the network server operating system in the server is reformatted after each group completes their project. For the same reason, the client computers' network configuration was also reset so that the next group can configure the client computer. The professor was present to provide minimal help. After finishing each part of the project, all the members of each team met at their preferred time and place to prepare the required reports. The course was implemented with the required hand-on project in the two semesters of the 1999-2000 academic year. The only difference between the two semesters was to rewrite and expand the operations manuals to include more detailed material and instructions.

COURSE ASSESSMENT

A survey was developed to evaluate students' perceived usefulness/importance of their hands-on lab experience. The survey was given to the students at the end of each semester. Fifty- six students responded in the fall semester and 71 in the spring semester. The goal was to determine whether students believed the lab project significantly contributed to the their learning and understanding of data communications concepts. For this purpose, the following questions were asked.

q How much do you believe your overall experience in the lab and the reports contributed to your learning of data communications and networking?

q How much do you believe you could have learned about data communications and networking with classroom discussion only, that is, without the hands-on experience at the lab?

Students responded on a 0 through 9 scale (0 for least and 9 for most). A two-sample t-test was used to test the hypothesis that the hands-on lab experience made a significance difference in the students' perceived learning experience. Table 1 presents the test results. The p-value and the summary measures strongly suggest that the students believe the lab project contributed significantly to their learning experience.

A comparison was also made of the students' perceived learning experience between the fall and spring semesters. Table 2 presents the results of the two-sample t-test used to this comparison. Again, the extremely high p-value suggests that the students' perception on learning was significantly higher in the spring (second) semester than in the fall (first) semester. This difference is believed to be the result of the instructor's better preparation and improved manuals.

The survey also sought to collect information about the students' perception of the importance of the required reports to their learning experience. To do this, the following questions were asked

1. How much to you believe your experience in the lab only (that does not include reports) contributed to you learning data communications and networking concepts?

2. How much do you believe your experience in the lab, including report writing, contributed to you learning data communications and networking concepts?

The data in Table 3 suggest that there is no perceived difference in the learning experience between accomplishing the lab only and the lab with reports (question 1 and question 2 above). Based on the results and for the sake of saving time during the course, reports will be discontinued.

Table 4 presents the students' perceived importance of the activities involved in the project. As might be expected, wiring was not perceived to be very important relative to the importance given to network management concepts and skills.

The questionnaire also had two open-end questions. The first of these questions was about the contribution of the hands-on experience in the lab to students' learning data communications. All the students who responded wrote favorable remarks. Some of these are listed below:

1. The lab to me was the best part. I wish that more lab or demonstration could be done in class.

2. Hands-on experience is the easiest way for me to learn. The lab greatly enhanced my learning experience in data communications.

3. The lab was the bomb. The book was all theory oriented. It was nice to learn how networks work in theory, but actually building a network was great. It added loads to my understanding of how a network works and I used that experience at work now.

4. I believe that the hands-on experience was extremely helpful in aiding my ability to understand what was going on. It makes things much clearer.

5. The hands on experience provided a better insight into the operations of the systems in the different operating environment. Also makes the class a better experience in that this course has a practical application in the real world and only through practice do you truly learn the workings of the systems and course information.

6. Hands on is the ticket, it's like driving to some place new. If you drive, you remember the way.

The second open-ended question concerned the students' recommendations for improving the lab experience. As might be expected, because of the resources used to create the lab, most of the students indicated they wanted more physical space, more time for the project, better hardware and more applications. These comments, as well as the other responses, form the basis for making changes and improvements. Again, limited financial resources may dictate whether or not some of the recommendations can be accommodated. However, because of these comments, changes are underway to replace the Windows NT software with Windows 2000 and LINUX software will be also be included.

CONCLUSION

This article presents a practical and inexpensive way to design and implement a data communications course with a dedicated lab. Even though a lab can be developed with very limited resources, results from the students' surveys indicate that the lab had a very positive impact on their learning experience. The survey responses also provide important recommendations and suggestions for improving the course.

The goal of the data communications course is to provide material and instruction relative the design and theory of data communications in an organizational context. The dedicated lab provides a controlled environment in which receive a valuable hands-on experience that makes their classroom discussions come alive and contributes to their competitiveness in the job market.

[FIGURE 1 OMITTED]

Jong-Sung Lee, Middle Tennessee State University

J. Lee Maier, Middle Tennessee State University

Table 1
Result of T-Test for Contribution of the Lab Project

 N Mean StDev SE Mean

Question 1 127 7.09 1.74 0.15
Question 2 127 3.42 2.15 0.19

Two sample T for Question 1 vs Question 2
95% CI for mu Question--mu Question: ( 3.19, 4.15)
T-Test mu Question = mu Question (vs <): T = 14.94 P = 1.0 DF = 241

Table 2
Result of T-Test for Contribution of the Lab
Project in the Two Semesters

 N Mean StDev SEMean

Spring 71 7.41 1.74 0.21
Fall 56 7.27 1.70 0.15

95% CI for mu Spring--mu Fall: ( 0.13, 1.33)
T-Test mu Spring = mu Fall (vs <): T = 2.41 P = 0.99 DF = 120

Table 3
Result of T-Test for Contribution of Reports
Two sample T for Question 1 and Question 21

 N Mean StDev SEMean

Question 1 127 7.09 1.74 0.15
Question 2 127 7.27 1.70 0.15

95% CI for mu Question 1--mu Question 2: (-.061, 0.24)
T-Test mu Question 1 = mu Question 2 (vs not =):
T = -0.84 P = 0.40 DF = 251

Table 4
Mean Responses to Project Activities

Activities Mean Responses

Wiring 6.46
Installation of the server programs 7.65
Network management 8.05
Installing and running application programs 7.44