Virtualization Technologies in the Training Future IT Specialists to the

Subject “IP Telephony”

Maksym P. Pavlenko

1 a

, Liliia V. Pavlenko

1 b

and Vitaliy I. Mezhuyev

2 c

Berdyansk State Pedagogical University, 4 Schmidta Str., Berdyansk, 71100, Ukraine

FH JOANNEUM University of Applied Sciences, Institute of Industrial Management, Werk-VI-Strasse 46, 8605

Kapfenberg, Austria

Keywords:

Virtualization Technologies, IP Telephony, IT Specialists, Virtual Laboratory, Professional Training, Educa-

tional Process, Computer Networks.

Abstract:

The application of virtualization technologies to train future IT specialists in IP telephony has been considered

in the article. Requirements for students’ professional training in the ﬁeld of IP telephony have been deﬁned.

The components of the network training laboratory for training IP telephony have been determined. Modern

approaches to the application of virtualization technologies have been analyzed. Features of using virtual-

ization technologies for learning IP telephony have been determined. The analysis of modern virtualization

technologies has showed the prospects of using native virtualization as a basis for creating a virtual training

laboratory using VirtualBox software. The conducted pedagogical experiment has conﬁrmed the effectiveness

of using the developed virtual laboratory and repository of virtual hosts for training IP telephony to future IT

specialists. Virtual machines increase student mobility, they can be exported and moved to another computer,

and there the virtual machine can be started immediately. This is a signiﬁcant advantage of virtualization dur-

ing the SARS-CoV-2 pandemic, when students have to study remotely. Each student can have his own virtual

laboratory.

1 INTRODUCTION

Training of future IT specialists is not possible with-

out the application of modern learning technologies,

including information. The general trend in the world

is to equip higher education institutions with modern

software and hardware. Today there is a rapid de-

velopment of hardware and software, the emergence

of new and improvement of old hardware platforms

(Pavlenko and Pavlenko, 2021). It causes a constant

lag of the educational process from today’s require-

ments, and complicates the adaptation of higher edu-

cation institutions and the growing demands of soci-

ety to the quality of training in the ﬁeld of information

technology.

This problem becomes more noticeable in the

training of future IT specialists in the discipline of “IP

telephony in computer networks”. To prepare them, it

is necessary to ensure the solution of the following

issues:

https://orcid.org/0000-0003-0091-696X

https://orcid.org/0000-0001-7823-7399

https://orcid.org/0000-0002-9335-6131

• mastering the knowledge and skills related to the

various operating systems installing, functioning

and exploitation, taking into account network in-

teraction, both in local and global networks;

• mastering the knowledge and skills related to the

installation, debugging, operation and exploita-

tion of IP telephony software, taking into account

network interaction, both in local and global net-

works.

One of the ways to solve a certain problem is the

introduction of virtualization technology in the edu-

cational process.

The analysis of approaches to the application

of virtualization for training future IT professionals

shows the lack of a single concept of its implementa-

tion and application. The design and implementation

of virtualization technologies requires the solution of

many organizational, methodological and technical

problems.

The development and application of virtualiza-

tion technologies in various ﬁelds of computer sci-

ence are reﬂected in (Balyk et al., 2019; Holovnia,

2020; Khomenko et al., 2020; Lunsford, 2009; Osad-

Pavlenko, M., Pavlenko, L. and Mezhuyev, V.

Virtualization Technologies in the Training Future IT Specialists to the Subject "IP Telephony".

DOI: 10.5220/0010928400003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 52-61

ISBN: 978-989-758-558-6

chyi et al., 2020; Ray and Srivastava, 2020; Stefanek,

2017; Yan, 2011; Yuan and Cross, 2014; Yuan et al.,

2012).

The problem of using virtualization in the teach-

ing of information technology was considered in

(Chamberlin et al., 2017; Barrionuevo et al., 2018;

Khomenko et al., 2020; Korotun et al., 2020; Markova

et al., 2019; Merzlykin et al., 2017; Sege

c et al., 2019;

Soler, 2011; Yuan et al., 2011, 2013).

The problem of using virtualization in the training

IP telephony to future IT-specialists was considered in

(Abubakr et al., 2019; Kaul and Jain, 2020; Moravcik

and Kontsek, 2019; Rendon Schneir and Pl

uckebaum,

2010; Setiawan et al., 2017).

The aim of the article is to analyze the possibil-

ities of using existing virtualization technologies to

train future IT specialists in IP telephony in computer

networks.

2 REASONING FOR CHOOSING

A VIRTUALIZATION SYSTEM

FOR LEARNING IP

TELEPHONY

Training of future IT specialists in accordance with

the state standard of higher education involves the

formation of a number of professional competencies:

the ability to use operating and intelligent systems in

solving practical problems, taking into account the

protection of information in computer systems and

networks; ability to use programming languages and

software engineering in solving problems and tasks

of social and professional nature; ability to analyze,

debug, use and develop human-machine interaction

based on computer architecture and organization.

They are formed during the study of a number of

professional-oriented disciplines, one of which is “IP

telephony in computer networks”.

In accordance with the purpose of the study, we

will consider virtualization technologies and identify

prospects for their application to train future IT pro-

fessionals in IP telephony in computer networks.

The study of “IP telephony in computer networks”

uses two Asterisk servers based on Debian or Ubuntu

Linux and at least two client personal computers with

Windows operating systems and IP telephony soft-

ware installed as a network training laboratory. This

hardware and software are necessary to model the net-

work interaction of IP telephony clients and servers

using SIP, IAX2, H.323 protocols. One of the areas

of a network laboratory development and implemen-

tation for the study of IP telephony is the application

of virtualization.

The concept of virtualization appeared in the

1970s. It was understood as the transfer of physi-

cal resources of a computer into a virtual one with

the help of specialized software, abstract layers allow

creating several virtual machines on one physical ma-

chine, each virtual machine being able to work with

its operating system (Drews, 2006).

Virtualization, as a concept, is used for two tech-

nologies that are fundamentally different: resource

virtualization and platform virtualization. Resource

virtualization, in contrast to platform virtualization,

has a broader meaning and combines a large num-

ber of different approaches aimed at improving the

usability of users with information systems in gen-

eral. In our study, we will build on the concept of plat-

form virtualization, as related technologies are evolv-

ing and are effective in achieving the goals of training

future IT professionals.

Platform virtualization is understood as the cre-

ation of software systems based on existing hard-

ware and software complexes. A system that provides

hardware resources and software is called a host, and

the systems it simulates are called guest systems.

There are several types of virtualization platforms,

each of which has its own approach to the concept of

“virtualization”. They are mainly determined by how

full the hardware simulation (Barr et al., 2010).

We will consider virtualization with full emula-

tion. This approach completely virtualizes all the

hardware while keeping the guest operating system

unchanged (Han and Jin, 2011). This allows you to

simulate different hardware architectures. For exam-

ple, you can run virtual machines with guest systems

for x86 processors on platforms with a different ar-

chitecture. Examples of software for complete simu-

lation are: Bochs, Pearpc and QEMU.

The main disadvantage of this approach is that the

simulated hardware signiﬁcantly slows down the per-

formance of the guest system, which makes interac-

tion with it very inconvenient. Therefore, such prod-

ucts should not be used as a basis for developing a

virtual training laboratory to study “IP telephony in

computer networks” discipline.

Let’s consider paravirtualization as a basis for the

development of a virtual training laboratory for the

study of the “IP telephony in computer networks” dis-

cipline. While using paravirtualization, the hardware

is not simulated, a special software interface (API) is

used to interact with the guest operating system at the

level of RAM pages.

This approach requires modiﬁcation of the guest

system code. A signiﬁcant number of hardware and

software developers have doubts about the prospects

Virtualization Technologies in the Training Future IT Specialists to the Subject "IP Telephony"

of this approach to virtualization (Babu et al., 2014),

because today all decisions of hardware manufactur-

ers regarding virtualization are aimed at systems with

native virtualization. In addition, it should be noted

the difﬁculty of deploying new instances of virtual

machines for users. Therefore, the use of paravirtu-

alization software in learning IP telephony in com-

puter networks is impractical. Examples of paravir-

tualization are Xen, L4, TRANGO, WindRiver and

XtratuMhypervisors.

We will consider partial (native) virtualization in

the context of our study. In this case, only the required

amount of hardware to run an isolated virtual machine

is simulated (Li, 2010). This approach allows you

to run guest operating systems designed only for the

same architecture as the host.

In this way, multiple samples of guest systems

can be run simultaneously, allowing you to simulate

a computer network with IP telephony servers and

clients on a single personal computer. This type of

virtualization can signiﬁcantly increase the speed of

guest systems compared to full emulation and it is

widely used today.

Beside this, the distribution of already established

guest systems among users is quite simple and pos-

sible only on the basis of copying ﬁles. Disadvan-

tages of this type of virtualization include the depen-

dence of virtual machines on the architecture of the

hardware platform, but for the “IP telephony in com-

puter networks” discipline we use operating systems

and software for x86 architecture. Examples of prod-

ucts for native virtualization: VMware Workstation,

Virtualbox, Parallels Workstation and others, includ-

ing server solutions (VMware Server, Microsoft Vir-

tual Server, VMware ESX Server, VirtualIron and Mi-

crosoft Hyper V).

We will consider the virtualization of the oper-

ating system level and identify opportunities for its

use to train future IT professionals in IP telephony in

computer networks. The guest system, in this case,

shares the use of one kernel of the host operating

system with other guest systems (Yan, 2011). The

virtual machine provides an environment for appli-

cations that run in isolation. This type of virtualiza-

tion is used in the organization of virtual hosting sys-

tems, when you need to support multiple virtual client

servers within one instance of the kernel.

This technology allows you to isolate each vir-

tual system and deprive them of the ability to inﬂu-

ence each other. Examples of operating system layer

virtualization include: iCoreVirtualAccounts, Linux-

VServer, LXC, OpenVZ, ParallelsVirtuozzoContain-

ers, FreeBSDJail and sysjail.

We will consider virtualization of the application

level. This type of virtualization involves the creation

of separate containers for software isolation. The con-

tainer includes all the necessary elements for the cor-

rect operation of the software: registry ﬁles, conﬁgu-

ration ﬁles, user and system objects. As a result, the

user receives an application that does not require in-

stallation on a similar platform.

Transferring the software to another computer will

create a virtual environment for it, and the virtualiza-

tion program resolves conﬂicts between the software

and the operating system and other applications. Ex-

amples of such an approach are: Thinstall, Altiris,

Trigence, Microsoft ApplicationVirtualization (App-

V). Using application-level virtualization to train IP

telephony to future IT professionals is impractical,

due to the need to create a computer network model

with separate servers and workstations rather than

software.

So, we can afﬁrm that one of the best solutions for

the introduction of virtualization in the methodology

of teaching IP telephony discipline in the computer

networks will be the technology of native virtualiza-

tion. This can be explained with the ability to use

virtual machines in independent and classroom work

of students, easy export of ready-made solutions and

the ability to create a complex network infrastructure

among downloaded virtual machines.

Let’s consider the problem of choosing the spe-

ciﬁc software for native virtualization in order to use

it to teach IP telephony in more detail. Let’s analyze

the possibility of using one of the three popular so-

lutions for virtualization in the workplace: VMware

Workstation, Parallels Workstation and VirtualBox.

VMware company is one of the best known in the

high technology industry. It develops effective soft-

ware in the ﬁeld of virtualization. Their implementa-

tion of server software is widely used in virtual data

centers and personal computers in business and indus-

try.

VMware has two types of desktop software:

VMware Workstation and VMwarePlayer. Every vir-

tual client supports and works with virtual machines

ﬂawlessly. But the Workstation option has more fea-

tures, namely: support for two monitors, integration

of the Unity interface, and most importantly the abil-

ity to create virtual machines. The Player version only

allows you to run and execute previously created vir-

tual machines.

Teaching IP telephony in computer networks in-

volves students creating their own virtual machines,

so VMwarePlayer software cannot be used due to the

existing restrictions on creating new virtual machines.

VMware Workstation functionality allows you to

use it on computers running Windows and Linux op-

AET 2020 - Symposium on Advances in Educational Technology

erating systems. The wizard for installing and debug-

ging new virtual machines is simple and intuitive, and

the default settings for speciﬁc operating systems are

selected quite well. This allows students not to spend

a lot of study time mastering software management

skills.

Unity virtual interface integration allows you to

include virtual machine elements directly into the host

operating system interface. That is, icons and win-

dows from a Windows virtual machine will work with

icons and windows from the Ubuntu operating sys-

tem. However, the use of Unity leads to a signiﬁcant

slowdown of virtual machines and complicates their

use.

Parallels company is developing a software prod-

uct for PC virtualization – Parallels Workstation. It

solves the main task of virtualization – the simultane-

ous launch of multiple operating systems on a single

computer running Windows or Linux. This product

uses features designed for professionals in the ﬁeld of

local and online applications, software testing profes-

sionals and web designers. It can also be widely used

for educational purposes.

During Parallels Workstation development the re-

quirements for the product by IT specialists were con-

sidered. This software can work with more than 25

major operating systems – both 32-bit and 64-bit.

High performance of Parallels Workstation is com-

patible with Intel VT-x2 virtualization technology and

the use of a hypervisor.

However, owing to Controlled Native Execution

(CNE) technology, Parallels Workstation allows you

to run guest operating systems on older computers

whose processors do not have hardware support for

virtualization. Parallels Workstation’s professional

user interface offers many options for creating and

conﬁguring virtual machines, but an untrained pro-

fessional will not be able to quickly create and install

a virtual machine, making it difﬁcult to use Parallels

Workstation to teach IP telephony in computer net-

works.

VirtualBox is open source software, i.e. free of

charge. Individual commercial functional elements

are downloaded in the form of plug-ins. Virtual-

Box combines features of solutions for both servers

and workstations. The ﬁrst includes technologies of

“balloon” dynamic redistribution and reduplication of

RAM in a virtual machine on 64-bit hosts, iSCSI

support, GUI-free mode and an efﬁcient method of

remote access to virtual machines through a shared

RDP-server (VRDP, VirtualBox Remote Display Pro-

tocol). The second is high-quality support for USB

equipment, including USB 2.0, as well as 2D and 3D

acceleration in virtual machines due to the resources

of the host graphics adapter.

VirtualBox can provide virtualization in a purely

software mode or by using hardware support in mod-

ern processors. It uses disassembly of guest OS code

and a number of other techniques, combining them.

While creating new virtual machines, the devel-

opers of VirtualBox managed to protect their users

from possible problems and the need to understand

the technical details. In most cases, it is sufﬁcient to

agree with the default settings, adjusting only the nec-

essary and obvious of them, say, the amount of RAM.

In this case, the program will to some extent con-

trol the correctness of the selected parameters and,

if necessary, make corrections or issue appropriate

warnings. It is no coincidence that all the most sub-

tle settings and actions can be performed exclusively

from the command line, which, of course, requires the

user to have some understanding of what is happen-

ing. These features are very convenient to use while

creating and debugging virtual machines when learn-

ing IP telephony in computer networks.

As one can see from table 1 VirtualBox software

supports multiple operating systems, allows you to

connect up to 36 network adapters to a virtual ma-

chine and is distributed free of charge. All this points

to the beneﬁts of using VirtualBox as the main vir-

tualization tool in the development of a network lab

for training future IT professionals in IP telephony in

computer networks.

3 REPOSITORY OF VIRTUAL

MACHINES FOR TEACHING IP

TELEPHONY

The content of the discipline “IP telephony in com-

puter networks” involves a series of laboratory work:

1. Installing Asterisk and Free PBX.

2. Basic conﬁguration of the IP telephony server.

3. Conﬁgure Asterisk to work with the SIP protocol.

4. Conﬁgure the Asterisk dial plan.

5. Calls management in Asterisk.

6. Voice services and menus in Asterisk.

7. Integration of Asterisk into the organization cor-

porate network.

Two servers and several clients are required to per-

form laboratory work. Virtual hosts in the Virtual-

Box environment are created as servers. One core,

512 MB of RAM and 10 Gb on the virtual HDD are

allocated for the Virtual Server. The client virtual

Virtualization Technologies in the Training Future IT Specialists to the Subject "IP Telephony"

Table 1: Features of VMware Workstation, Parallels Workstation and Virtualbox.

Feature VMware Workstation Parallels Workstation VirtualBox

Supported

host operational

systems

Windows,

Linux,

Mac OS X

Windows,

Linux,

MacOS X

Windows,

Windows Server,

Linux,

Mac OS X,

Solaris,

OpenSolaris,

FreeBSD

Guest

operational

systems

DOS, Windows,

Linux,

FreeBSD,

Solaris

DOS, Windows,

Linux,

OS/2

DOS, Windows,

Windows Server,

Linux,

OpenBSD,

FreeBSD,

OS/2,

Solaris,

OpenSolaris,

others

Network adapters before 4 before 5 before 36

Virtual disk

controllers

IDE or SCSI IDE (before 4) IDE or SATA

(before 32 disks)

or SCSI

USB support Yes Yes Yes

3D acceleration Limited No Yes (OpenGL)

Remote access to the

virtual machine

Limited No Built-in RDP

server

Remote USB support No No Yes

Shared folders Yes Yes Yes

Open software No No Yes

License cost Workstation for

Windows/Linux

approximately $199

Workstation for

Windows/Linux -

$49.99

Free of charge

hosts conﬁguration has 1 Gb of RAM and Windows 7

Home and LinuxMint 18 operating systems.

The server virtual hosts have the Ubuntu 18.04

and AsteriskFreePBX 15 operating systems installed.

Client virtual hosts have software for IP telephony

using the SIP protocol – LinphoneDesktop 4 (https:

//www.linphone.org). This program is open and free.

It works in Windows, Linux and MacOS operating

systems.

Two IP telephony servers are required to simulate

the interaction of server hosts on the Internet. Client

hosts are used to test IP telephony features on users’

devices (ﬁgure 1).

A set of virtual machines for application in Vir-

tualBox has been prepared for each laboratory work.

The developed virtual machines are placed on the in-

ternal server of Berdyansk State Pedagogical Univer-

sity. Students can download the required images of

virtual machines to perform lab work at any time.

4 THE RESULTS OF THE

EXPERIMENTAL RESEARCH

OF VIRTUALIZATION

TECHNOLOGIES

INTRODUCTION IN TRAINING

OF IP TELEPHONY

The introduction of virtualization technologies in the

training of future IT specialists involves conducting

experimental research. The purpose of the pedagogi-

cal experiment is to test the research hypothesis: the

use of virtualization technologies to teach IP tele-

phony to future IT professionals will help increase the

level of knowledge acquisition and skills in the ﬁeld

of IP telephony and computer networks.

The offered methodological approach to the ap-

plication of virtualization technologies for training IP

telephony of future IT-specialists should provide the

solution of the following tasks:

AET 2020 - Symposium on Advances in Educational Technology

Figure 1: Virtual laboratory of IP telephony.

• software application for virtualization of servers

and clients of IP telephony;

• systematic solution of debugging software prob-

lems and IP telephony protocols with the use of

native virtualization;

• training time increasing to work with a network

laboratory for the study of IP telephony.

Students of Berdyansk State Pedagogical Univer-

sity studying in the specialties 015 Professional Edu-

cation (Computer Technologies) and 015 Professional

Education (Digital Technologies) were involved in the

experiment. The plan of the experiment provided

for the creation of control and experimental groups.

The experimental group consisted of 35 students and

the control group of 39 students accordingly. Selec-

tion for control and experimental groups was carried

out immediately before the study of “IP telephony in

computer networks” discipline.

Classes in the control group were conducted us-

ing a hardware network laboratory. The method of

conducting classes in such a laboratory provided for

the organization of students’ access to the equipment

according to the schedule.

The organization of the educational process in the

experimental group involved the application of virtu-

alization technologies using the VirtualBox software

and the developed repository of virtual machines. Vir-

tual machines were organized according to the educa-

tional tasks of the discipline and were conﬁgured to

perform speciﬁc practical tasks for setting up network

software for IP telephony.

The success of the pedagogical experiment was in-

sured by the use of such research methods that guar-

antee a reliable result. The following methods of ped-

agogical research were chosen: pedagogical observa-

tion at all stages of the experiment, tests, analysis of

laboratory work, analysis of test results in the experi-

mental and control groups.

The experiment studied the dynamics of the

knowledge acquisition level and skills development

in the ﬁeld of IP telephony technologies and com-

puter networks. The experimental technique involved

the use of virtualization technologies at all stages of

learning:

• while studying new material, as a system for

demonstrating the features of setting up technolo-

gies and protocols of IP telephony;

• in consolidating the studied material, as a mean of

developing skills in the ﬁeld of IP telephony;

• in independent work, as an environment for

the implementation of a professionally-oriented

project to conﬁgure IP telephony servers in the

corporate network of the enterprise.

Two tests were conducted to test the effectiveness

of the virtualization technology implementation. The

ﬁrst test was conducted at the beginning of the study

of the discipline. The purpose of this test was to de-

termine the readiness of students of control and ex-

perimental groups to study IP telephony and covered

the issues of installation, conﬁguration and adminis-

tration of server operating systems and networks. The

test consisted of fourteen basic level tasks and three

advanced tasks.

The second test was conducted at the end of the

study of “IP telephony in computer networks” disci-

pline. It consisted of ten basic tasks and ﬁve advanced

tasks.

A comparison of students’ knowledge acquisi-

tion level and skills development in the ﬁeld of net-

work technology and administration of server operat-

ing systems at the beginning of learning “IP telephony

in computer networks” discipline revealed similarities

in the levels of knowledge acquisition and skills of

students in control and experimental groups.

A comparison of the results obtained after study-

ing the discipline “IP telephony in computer net-

works” revealed differences between the levels of

knowledge acquisition and skills formation in the

control and experimental groups.

Table 2 shows the results of control works at the

beginning and at the end of the experiment in the con-

trol and experimental groups.

Comparative analysis of tests results allows us to

conclude about the positive dynamics of the knowl-

edge acquisition level and skills in the ﬁeld of IP tele-

phony in both groups. In the experimental group the

dynamics is more pronounced: a 14% increase in the

share of students who coped with the task from 75 to

90% of the total (5% in the control group), a 19% de-

Virtualization Technologies in the Training Future IT Specialists to the Subject "IP Telephony"

Table 2: The results of tests hold at the begging and at the end of the experiment.

Before the experiment After the experiment

Control

group

Experimental

group

Control

group

Experimental

group

Whole results of the test

Managed with the test (%): 90 94 90 94

including

• more than 90% from

the whole work volume 5 9 10 14

• from 75 to 90% from

the whole work volume 13 20 13 34

• from 50 to 75% from

the whole work volume 62 65 67 46

• less than 50% from

the whole work volume 20 6 10 6

Tasks of advanced level

A part of students that have

done:

• more than 50% of the tasks

of advanced level 5 14 5 54

• less than 50% of the tasks

of advanced level 13 17 26 29

• those, who haven’t reached

the tasks of advanced level 82 79 69 17

crease in the share of students who coped with tasks

from 50 to 75% of the total number of tasks (in the

control group increased by 5%) (ﬁgure 2).

The share of students in the experimental group

who coped with more than 50% of advanced tasks

increased by 40% (in the control group the indicator

hasn’t changed). Statistical parameters of the experi-

mental results are shown in table 3.

Analysis of the data in table 3 allows us to say

about the positive dynamics in both groups, but in

the experimental group the dynamics is more pro-

nounced: the average score for the control work in-

creased by 1.57 (in the control group by 0.85). In the

Experimental Group, the median sample increased by

2 points. In the control group, the median increased

by only 1 point.

Let’s test the hypothesis of a normal sample dis-

tribution. We use Pearson’s criterion for this. We for-

mulate working hypotheses:

• H

– the empirical distribution is a subject to the

normal distribution law,

• H

– the empirical distribution is a subject to an-

other distribution law.

The results of the hypothesis test are shown in ta-

ble 4.

Since it was found that all distributions obey the

normal law, Student’s criterion was chosen for further

comparison of the samples (table 5). This will help to

determine whether the level of knowledge acquisition

and skills development in the ﬁeld of IP telephony dif-

fer in the control and experimental groups. For this

purpose working hypotheses were formulated:

• H

– levels of knowledge acquisition and skills

development in the ﬁeld of IP telephony of the two

groups do not differ.

• H

– levels of knowledge acquisition and skills

in the ﬁeld of IP telephony in the two groups are

different.

The obtained results indicate that at the level of

signiﬁcance α = 0.05 the levels of knowledge acqui-

sition and skills formation in the control and experi-

mental group before the experiment coincide and dif-

fer after the experiment.

So, the results of the pedagogical experiment indi-

cate that the research hypothesis has been conﬁrmed,

namely, the use of virtualization technologies to teach

IP telephony to future IT specialists helps to increase

the level of knowledge acquisition and skills in the

ﬁeld of IP telephony and computer networks.

5 CONCLUSIONS

Virtualization technologies were created primarily for

the software applications development and testing.

AET 2020 - Symposium on Advances in Educational Technology

Figure 2: The results of test hold at the end of the experiment.

Table 3: Statistical parameters of knowledge acquisition levels and skills formation in IP telephony in the control and experi-

mental groups before and after the experiment.

Parameters

Control group

before the

experiment

started

Control group

after the held

experiment

Experimental

group before

the experiment

started

Experimental

group after

the held

experiment

Sample volume 39 39 35 35

Average 12.85 13.46 13.70 15.03

Median 12 13 13 15

Table 4: The results of testing the hypothesis of the sample distribution normality.

Group Before the experiment

Control group

empirical

critical

Accepted hypothesis

16.64 19.68 H

Experimental group

empirical

critical

Accepted hypothesis

17.60 18.30 H

After the experiment

Control group

empirical

critical

Accepted hypothesis

12.56 18.30 H

Experimental group

empirical

critical

Accepted hypothesis

9.96 19.68 H

Table 5: The results of statistical test of hypothesis.

Before the experiment

empirical

critical

Accepted hypothesis

0.8 1.99 H

After the experiment

empirical

critical

Accepted hypothesis

2.3 1.99 H

But in the ﬁeld of education it is possible to use them

in the training of future IT professionals.

The study has demonstrated a number of advan-

tages from the introduction of virtualization in the ed-

ucational process using VirtualBox, in the discipline

of “IP telephony in computer networks”:

• the ability to support different operating systems

in order to provide support and simultaneous

launch of different operating systems to establish

network interaction for the implementation of IP

telephony service;

• the ability to isolate potentially dangerous steps of

the operator or software products. In this case, the

virtual machine acts as a laboratory stand, which

is fully controlled by the student;

• the ability to create the necessary hardware con-

ﬁgurations for the implementation of network in-

teraction in the study of the discipline of IP tele-

phony in computer networks. As a part of the lab-

Virtualization Technologies in the Training Future IT Specialists to the Subject "IP Telephony"

oratory workshop, it is necessary to use the spec-

iﬁed hardware conﬁgurations while checking the

performance of Asterisk servers in certain condi-

tions. It can also be used to perform various prac-

tical simulations of software and hardware;

• virtual machines application provides signiﬁcant

opportunities for setting up IP telephony servers,

you can create repositories of ready-to-use virtual

machines with guest operating systems set up ac-

cording to the needs of a speciﬁc laboratory task,

and use for training purposes. The developed vir-

tual machines can be used for experimental re-

search in the ﬁeld of IP telephony, because in case

of damage to the system, its recovery from the

saved state takes little time;

• a signiﬁcant advantage for learning IP telephony

in computer networks using virtual machines is

the ability to run several virtual machines con-

nected to a virtual network on one host at the same

time. This feature provides signiﬁcant capabilities

for creating virtual network models among multi-

ple systems on a single physical computer;

• Virtual machines increase student mobility, they

can be exported and moved to another computer,

and there the virtual machine can be started imme-

diately. This is a signiﬁcant advantage of virtual-

ization during the SARS-CoV-2 pandemic, when

students have to study remotely. Each student can

have his own virtual laboratory;

• while using virtual machines in the training of IP

telephony control over the creation of backups,

creating snapshots of virtual machines and recov-

ery from failures signiﬁcantly increase.

REFERENCES

Abubakr, S., Hussein, F., and Sarfo, P. (2019). Im-

plementation of an IP Telephony System Based

on Asterisk PBX; A Case Study of Garden

City University College, Ghana. International

Journal of Computer Applications, 177(28):14–

20. http://www.ijcaonline.org/archives/volume177/

number28/muntaka-2019-ijca-919743.pdf.

Babu, S. A., Hareesh, M. J., Martin, J. P., Cherian, S., and

Sastri, Y. (2014). System Performance Evaluation of

Para Virtualization, Container Virtualization, and Full

Virtualization Using Xen, OpenVZ, and XenServer.

In 2014 Fourth International Conference on Advances

in Computing and Communications, pages 247–250.

Balyk, N., Oleksiuk, V., Vasylenko, Y., and Shmyger, G.

(2019). Designing of virtual cloud labs for the learn-

ing CISCO cybersecurity operations course. CEUR

Workshop Proceedings, 2393:960–967.

Barr, K., Bungale, P., Deasy, S., Gyuris, V., Hung, P.,

Newell, C., Tuch, H., and Zoppis, B. (2010). The

VMware mobile virtualization platform: is that a hy-

pervisor in your pocket? ACM SIGOPS Operating

Systems Review, 44(4):124–135.

Barrionuevo, M., Gil, C., Giribaldi, M., Suarez, C., and

Taffernaberry, C. (2018). Virtualization in Educa-

tion: Portable Network Laboratory. In De Giusti,

A. E., editor, Computer Science – CACIC 2017, vol-

ume 790, pages 90–98. Springer International Pub-

lishing, Cham. http://link.springer.com/10.1007/978-

3-319-75214-3 9.

Chamberlin, J., Hussey, J., Klimkowski, B., Moody, W., and

Morrell, C. (2017). The Impact of Virtualized Tech-

nology on Undergraduate Computer Networking Ed-

ucation. In Proceedings of the 18th Annual Confer-

ence on Information Technology Education, SIGITE

’17, pages 109–114, New York, NY, USA. Associa-

tion for Computing Machinery.

Drews, J. E. (2006). Going Virtual. Network Computing,

19(9):5.

Han, S. and Jin, H.-W. (2011). Full virtualization based AR-

INC 653 partitioning. In 2011 IEEE/AIAA 30th Digi-

tal Avionics Systems Conference, pages 7E1–1. IEEE.

Holovnia, O. (2020). Linux online virtual environments

in teaching operating systems. CEUR Workshop Pro-

ceedings, 2732:964–973.

Kaul, S. and Jain, A. (2020). Study on the Future of Enter-

prise Communication by Cloud Session Border Con-

trollers (SBC). In Singh Tomar, G., Chaudhari, N. S.,

Barbosa, J. L. V., and Aghwariya, M. K., editors, In-

ternational Conference on Intelligent Computing and

Smart Communication 2019, Algorithms for Intelli-

gent Systems, pages 407–414, Singapore. Springer.

Khomenko, V. H., Pavlenko, L. V., Pavlenko, M. P., and

Khomenko, S. V. (2020). Cloud technologies in in-

formational and methodological support of univer-

sity students’ independent study. Information Tech-

nologies and Learning Tools, 77(3):223–239. https:

//journal.iitta.gov.ua/index.php/itlt/article/view/2941.

Korotun, O. V., Vakaliuk, T. A., and Soloviev, V. N. (2020).

Model of using cloud-based environment in training

databases of future IT specialists. CEUR Workshop

Proceedings, 2643:281–292.

Li, P. (2010). Centralized and decentralized lab approaches

based on different virtualization models. Journal of

Computing Sciences in Colleges, 26(2):263–269.

Lunsford, D. L. (2009). Virtualization Technolo-

gies in Information Systems Education. Jour-

nal of Information Systems Education, 20(3):339.

http://jise.org/Volume20/n3/JISEv20n3p339.html.

Markova, O., Semerikov, S., Striuk, A., Shalatska, H.,

Nechypurenko, P., and Tron, V. (2019). Implemen-

tation of cloud service models in training of future

information technology specialists. CEUR Workshop

Proceedings, 2433:499–515.

Merzlykin, P. V., Popel, M. V., and Shokaliuk, S. V. (2017).

Services of SageMathCloud environment and their di-

dactic potential in learning of informatics and math-

ematical disciplines. CEUR Workshop Proceedings,

2168:13–19.

AET 2020 - Symposium on Advances in Educational Technology

Moravcik, M. and Kontsek, M. (2019). Proposal of VoIP

infrastructure and services for academia - case study.

In 2019 17th International Conference on Emerging

eLearning Technologies and Applications (ICETA),

pages 540–545.

Osadchyi, V. V., Valko, N. V., and Kushnir, N. O. (2020).

Design of the educational environment for STEM-

oriented learning. Information Technologies and

Learning Tools, 75(1):316–330.

Pavlenko, M. and Pavlenko, L. (2021). Formation of

communication and teamwork skills of future IT-

specialists using project technology. Journal of

Physics: Conference Series, 1840(1):012031.

Ray, S. and Srivastava, S. (2020). Virtualization of science

education: a lesson from the COVID-19 pandemic.

Journal of Proteins and Proteomics, pages 1–4. https:

//www.ncbi.nlm.nih.gov/pmc/articles/PMC7261257/.

Rendon Schneir, J. and Pl

uckebaum, T. (2010). VoIP

network architectures and impacts on costing. info,

12(3):59–72.

Sege

c, P., Morav

ık, M., Kont

sek, M., Pap

an, J., Uramov

J., and Yeremenko, O. (2019). Network virtualiza-

tion tools – analysis and application in higher edu-

cation. In 2019 17th International Conference on

Emerging eLearning Technologies and Applications

(ICETA), pages 699–708.

Setiawan, I., Nugraha, A. W. W., and Atmaja, A.

S. P. (2017). Unjuk Kerja IP PBX Asterisk dan

FreeSWITCH pada Topologi Bertingkat di Jaringan

Kampus. JURNAL INFOTEL, 9(3):231–240.

https://ejournal.st3telkom.ac.id/index.php/infotel/

article/view/217.

Soler, J. (2011). Virtualization-support cases in engineer-

ing education. In 2011 3rd International Congress on

Engineering Education (ICEED), pages 1–3. IEEE.

Stefanek, G. (2017). The use of virtualization technol-

ogy to support information technology programming

courses. Issues in Information Systems, 18(3).

Yan, L. (2011). Development and application of desktop

virtualization technology. In 2011 IEEE 3rd Inter-

national Conference on Communication Software and

Networks, pages 326–329. IEEE.

Yuan, D., Cody, L., and Zhong, J. (2011). Developing

IP telephony laboratory and curriculum with private

cloud computing. In Proceedings of the 2011 con-

ference on Information technology education, pages

107–112.

Yuan, D. and Cross, B. (2014). Evaluating and using cloud

computing for online hands-on learning. Journal of

Computing Sciences in Colleges, 29(4):191–198.

Yuan, D., Lewandowski, C., and Cross, B. (2013). Building

a green uniﬁed computing IT laboratory through virtu-

alization. Journal of Computing Sciences in Colleges,

28(6):76–83.

Yuan, D., Lewandowski, C., and Zhong, J. (2012). Devel-

oping a Private Cloud Based IP Telephony Laboratory

and Curriculum. Cloud Computing for Teaching and

Learning: Strategies for Design and Implementation:

Strategies for Design and Implementation, page 126.

Virtualization Technologies in the Training Future IT Specialists to the Subject "IP Telephony"