ICND1 is an exam associated with the Cisco CCENT exam and is a first step to ultimately achieving the CCNA Routing and Switching Certification. Skills developed assist the student in installing, configuring, and troubleshooting small networks as well as working with Cisco routers and switches
Interconnecting Cisco Networking Devices, Part 1 ( ICND1 ) is a five-day, instructor-led training course that teaches learners how to install, operate, configure, and verify a basic IPv4 and IPv6 network, including configuring a LAN switch, configuring an IP router, managing network devices, and identifying basic security threats. Optionally, this course can be followed by the Interconnecting Cisco Networking Devices, Part 2 (ICND2) course, which covers topics in more depth and teaches learners how to perform basic troubleshooting steps in enterprise branch office networks, preparing learners for Cisco CCNA certification.
Several topics have been added including; understanding the interactions and network functions of firewalls, wireless controllers, and access points, along with additional focus on IPv6 and basic network security. All configuration commands are introduced through examples and supported with lab exercises. A full suite of labs have been developed using the virtual IOS environment with flexible topologies that reinforce concepts with hands-on, guided discovery and challenge labs that align to each lesson module.
The 100-105 Interconnecting Cisco Networking Devices Part 1 exam is a 90 minute, 45 – 55 question assessment that is associated with the Cisco Certified Entry Network Technician (CCENT) certification and is a tangible first step in achieving other Associate-level certifications. This exam tests a candidate’s knowledge and skills related to network fundamentals, LAN switching technologies, routing technologies, infrastructure services, and infrastructure maintenance.
Instructional methods, course requirements, and learning technologies can vary significantly from one online program to the next, but the vast bulk of them use a learning management system (LMS) to deliver lectures and materials, monitor student progress, assess comprehension, and accept student work. LMS providers design these platforms to accommodate a multitude of instructor needs and preferences.
Online education may seem relatively new, but years of research suggests it can be just as effective as traditional coursework, and often more so. According to a U.S. Department of Education analysis of more than 1,000 learning studies, online students tend to outperform classroom-based students across most disciplines and demographics. Another major review published the same year found that online students had the advantage 70 percent of the time, a gap authors projected would only widen as programs and technologies evolve.
All new learning innovations are met with some degree of scrutiny, but skepticism subsides as methods become more mainstream. Such is the case for online learning. Studies indicate employers who are familiar with online degrees tend to view them more favorably, and more employers are acquainted with them than ever before. The majority of colleges now offer online degrees, including most public, not-for-profit, and Ivy League universities. Online learning is also increasingly prevalent in the workplace as more companies invest in web-based employee training and development programs.
The concern that online students cheat more than traditional students is perhaps misplaced. When researchers at Marshall University conducted a study to measure the prevalence of cheating in online and classroom-based courses, they concluded, “Somewhat surprisingly, the results showed higher rates of academic dishonesty in live courses.” The authors suggest the social familiarity of students in a classroom setting may lessen their sense of moral obligation.