This article provides a survey of methods and paradigms for teaching Computer Networks (CN). Since the theoretical concepts are rather abstract in this subject, and students often find them too technical and difficult to understand, many authors attempt to answer the question on how to improve students’ motivation and interest for the complex teaching material of CN. In this work, we follow a rigorous paper collection methodology and extract a large number of previous studies that relate to the stated research questions. Also, we find that there is no review article in the current literature that would provide a clear systematization or a guided study on this topic. Hence, this work provides a literature overview by binding all the previously used methods for teaching CN in one place, and brings contribution by classifying the existing approaches into four basic classes: methods based on using visualization objects such as network simulators, multimedia applications, packet-tracing tools or visual analogies; methods based on using the virtualization techniques; methods precipitating active learning paradigm and methods based on the practical hands-on laboratory exercises. Moreover, the research in this article goes beyond the proposed classification. The classes of methods and tools are compared and contrasted based on the findings from the literature. Methods are evaluated by a detailed cross-comparison based on their advantages, disadvantages and challenges in the perspective of both teachers and students. The review is additionally strengthened by comparing the educational effectiveness of the classified methods. We examine, classify, and contrast the usual approaches used in teaching CN, provide useful insights on how appropriate they are in achieving specific educational goals and determine the future research directions.

中文翻译：

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计算机网络教学方法

本文对计算机网络 (CN) 教学的方法和范式进行了调查。由于这门学科的理论概念比较抽象，学生们往往觉得它们技术性太强，难以理解，许多作者试图回答如何提高学生对复杂的中文教材的积极性和兴趣的问题。在这项工作中，我们遵循严格的论文收集方法，并提取了大量与所述研究问题相关的先前研究。此外，我们发现当前文献中没有评论文章可以提供关于该主题的清晰系统化或指导性研究。因此，这项工作通过将所有以前使用的 CN 教学方法绑定在一个地方，提供了文献综述，并通过将现有方法分为四个基本类别来做出贡献：基于使用可视化对象的方法，例如网络模拟器、多媒体应用程序、数据包跟踪工具或视觉类比；基于使用虚拟化技术的方法；促进主动学习范式的方法和基于实际动手实验室练习的方法。此外，本文中的研究超出了建议的分类。根据文献中的发现，对方法和工具的类别进行了比较和对比。从教师和学生的角度，根据它们的优点、缺点和挑战，通过详细的交叉比较来评估方法。通过比较分类方法的教育效果，进一步加强了审查。我们检查，