An Evaluation of Use of Multimedia Case Studies to Improve an Introduction to Information Technology Course

Abstract

For college graduates to be successful in today’s global economy there has been an increasing demand for them to possess business knowledge as well as technical knowledge. To meet the demand, curriculum designers have sought to integrate new technologies, applications, data, and business functions into classrooms so that non-information technology (IT) majors can realize the benefits of IT. This paper discusses the results of research conducted on the use of multimedia case studies to address the curriculum designers’ challenge. The authors have found that students, who are taught using multimedia case studies, perceived a comparatively greater improvement in their higher-order cognitive skills, ease of learning, team working skills, attitude toward information technology, and self-efficacy. This suggests a need for further research into adopting such instructional materials for teaching non-IT majors and for developing other innovative instructional materials.

Supporting Distance and Flexible Education - Challenges in the Design and Development of Online Learning Resources

“…Due to the importance of the learning materials/resources in: (i) supporting students learning performance/satisfaction, (ii) providing an insight into tutor/students expectations, (iii) providing helpful materials for the students to prepare for their assessments/examinations, and (iv) providing opportunities to review the teaching material, the next principles/strategies (Sankar and Clayton, 2010;Sankar, Varma and Raju, 2008) have been considered for their development in a Student -Tutor relation: A: STUDENT -Dissemination and Use A1. Critical Reading -Clear tutor expectation regarding the careful reading of the technical resources in order to analyse, reflect and discuss finding with tutor and colleagues (students should be directed to discuss the findings using the myBU forum provided by Bournemouth University) A2.…”

“…In order to obtain a good idea about the effectiveness of the developed learning resources as well as the effort put by the students in the learning processes (Spiro and Nix, 1990;Sankar and Clayton, 2010;Sankar et al, 2008), two evaluation forms have been developed/considered (UKPSF policy -"Assess and give feedback to learners" UKPSF ). The first evaluation form is using the descriptors, (i) the clarity of the developed case studies, (ii) the study relevance, (iii) the amount of time spent (individually or group working), and (iv) instructionally helpfulness.…”

“…The scale has a rating from 1 to 4 which represents answers starting from not favourable or "Strongly Disagree" response, to answers representing the very favourable of "Strongly Agree" response. In addition, the students may be asked to answer some questions (Sankar and Clayton, 2010;Sankar et al, 2008) regarding learning resources strengths and weaknesses, and to suggest other specific descriptors/constructors, which will make data analysis manageable and meaningful (UKPSF policy -"Develop approaches to student support and guidance" UKPSF ). Finally, a statistical evaluation should be performed on the student's feedback, to obtain o clear perspective of how the learning resources affected students learning, and to convey new possible developments which will further assist the new generations of flexible/distance education students.…”

“…Especially in engineering education, computer simulation has been shown to be very effective in delivering technical subjects and to respond to the student's needs (due to a series of technical characteristics such as visualization and simulation tools). As mentioned in Bradley et al, 2007, andMbarika et al, 2001, an excellent pedagogical method for the delivery of engineering concepts in the field of ITC and engineering is given through the use of instructional materials which involve simulations, materials which provide a valuable interactive experience for students (Sankar and Clayton, 2010). It is to be mentioned that all the consideration above are in direct agreement with the UKPSF policy regarding the "use and value of appropriate learning technologies" UKPSF while "engaging" and "incorporating the research, scholarship and the evaluation of professional practices" UKPSF in the teaching disciplines.…”

“…In addition, it provides an insight into tutor expectations and allows students to prepare for their assessments/examinations (Snooks, 2004). It was also shown that their use represents a key element in delivering 'good teaching' due to the improved student's performance (Sankar and Clayton, 2010;Snooks, 2004).…”