Abstract-Teaching data communication and networks is one of the challenging tasks in information systems education. It should include a good deal of theoretical and practical education mutually. Students frequently encounter with new applications and networking problems in their ever day practices. Introducing network diagnostic tools and experiencing problem solving in computer networks should be significant components of network education. In this study we have presented the results of an educational methodology change in teaching data communication and networks course. Students are forced to solve more problems and have more hands on practices. The findings point to a better educational achievement when compared with the previous teaching methodology.Index Terms-Data communication and network education, educational methodology, problem-based learning.
I. INTRODUCTIONTeaching and learning are still phenomenon on which educational and cognitive scientists have ongoing researches. Teaching process, with a high level of abstraction, is defined as "to cause or help (a person or animal) to learn how to do something by giving lessons and showing how it is done", whereas learning is referred as "to gain knowledge or skill by studying, practicing, being taught, or experiencing something" [1]. With these definitions, one can easily deduce that the essential components of teaching and learning processes are; having lessons, studying, practicing and gaining experience. Moreover, these components may be classified as theoretical and practical groups, such that having lessons and studying fall in to theoretical group and practicing and gaining experience fall in to practical group. Educational and applicative requirements for these two component classes are quite different than the other. Theoretical group call for logical and procedural understanding while practical group requires experimenting and hands-on implementations. Therefore practical group generally necessitates a special learning environment, such as a laboratory, and particularly engineered experimental problems. Additionally practicing and gaining experience require reasonably more time than theoretical studying and tools to be acquired. Hence, in most of the learning environments in the universities, theoretical teaching is preferred as educational methodology (curriculum, course contents and educational environment), neglecting the noteworthy component of learning; that is to gain experience.On the other hand, in order to enhance logical Manuscript received June 26, 2015; revised December 12, 2015. Atila Bostan is with the Computer Engineering Department, Atılım University, Kizilcasar Mah. Incek-Golbasi, Ankara, Turkey (e-mail: atila.bostan@atilim.edu.tr).understanding, to facilitate gaining real life practices and to measure educational achievements adequately, problem solving approach can be used in educational settings as well [2]. Problem solving entails significant amount of theoretical knowledge and experience collectively. It intrinsically includes t...