Paper Authors

Abstract

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2257

Multimedia and Assessment Techniques in an Operations Research Course Sima Parisay California State Polytechnic University, Pomona

Abstract

This paper discusses the implementation of multimedia, and its effect on the learning process, in an Operations Research course. WebCT, a World Wide Web course tool, was used for the course web site. Web technology was applied extensively in the form of video lectures (that were streaming), course web pages, discussion board, email, and Internet search. Students were required to prepare an extensive portfolio that contained their comments about the pedagogy tools used in the course. The portfolio, along with other tools, was used to assess the effects of this new teaching and learning environment. The design of multimedia tools in this course was based on the objectives of the department, the requirements by employers, and the new criteria set up by the Accreditation Board of Engineering and Technology (ABET 2000).

The instructor’s perception is that the video lectures enriched the learning process and enhanced efficiency of the class sessions, though they cannot completely replace every class sessions. The course web site is an excellent archive for course material and a tool for constant interaction with students. The portfolio improved some of the required skills (writing and critical thinking) and provided feedback for future improvements of the course. Feedback from students was generally positive and indicated considerable achievement of the objectives for this course.

1. Introduction

There are many web-based technologies for course enhancement and/or delivery. Discussion boards and email are used to improve communication among students and between students and instructor. Course management tools, such as WebCT, are applied to assist in structuring the course materials, quizzes, grades, and on-line communication tools. On-demand video and audio delivery became possible using streaming technology. However, not all universities are equipped with the state-of-the-art hardware and software in these areas, moreover, the faculty support system may not be as effective as needed to incorporate these technologies.

There are many papers on how web-based technologies were applied for course delivery. Many of these efforts concentrated on Internet distance learning and were mainly for graduate level courses. Hayes and Harvel3 described the use of streaming media, in conjunction with other web technologies, to offer courses in electrical and mechanical engineering for masters degree. They also discussed the importance of capturing classroom experience in this media.

There are few reports on the process of implementing a digitally enhanced course and its effectiveness on students’ learning process. Evans, Daily, and Murray1 studied the effectiveness of an on-line graduate course. They reported the similar performance of students taking Internet- based course and students taking a traditional course. They also concluded, "students tend to be

• Citation

• Format
  • APA
  • APA - LaTeX bibitem
  • MLA
  • MLA - LaTeX bibitem
  • Bibtex
  • EndNote - RIS

Parisay, S. (2000, June), Multimedia And Assessment Techniques In An Operations Research Course Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8579