Learning with Multimedia Cases in the Information Systems Area

The entrance of interactive multimedia systems into the arena of education and training has meant that in only a couple of years, a number of multimedia case studies for educational and training purposes in the Management of Information Systems area have emerged, and the tendency seems to be increasing. Use of such Information and Communication Technologies (ICT) is often claimed to be both valuable and effective for conveying the intended learning. However, because of the novelty of this area, very little is written about the role that a multimedia case study can play and how to apply such cases in a learning environment. Through the BUSINES-LINC project, sponsored by the European Commission, eighteen multimedia cases have been developed, with the objective to support innovative business solutions, especially in the e-commerce area.1 The research study presented in this paper is currently rigorously investigating possible learning scenarios for three Italian and three Danish cases through the collection of qualitative and quantitative empirical data. Our objective is to gain experience in and knowledge about how the chosen learning objectives from a multimedia case are best transferred to the users. The results of the research study will guide instructors and developers of different types of multimedia cases to better contemplate their learning objectives and course structure according to their target group. The paper first presents a short introduction to the field and the theoretical foundation of the research study. Then the methodological aspects are described, and finally, our current experiences and preliminary results are conveyed, together with a short overview of the issues, which we are currently investigating further by means of our empirical material.

Relevant Aspects for Test Delivery Systems Evaluation

The number of educational institutions seeking solutions to the problems associated with the burden of expanded student numbers is increasing every day. Most solutions to the problems of delivering course content, supporting student learning, and assessment may be found through the use of computers, thanks to the continuous advances of information technology. According to Bull (1999), using computers to perform assessment is more contentious than using them both to deliver content and to support student learning. In many papers, the terms Computer Assisted Assessment (CAA) and Computer Based Assessment (CBA) are often used interchangeably and somewhat inconsistently. The former usually covers all use of computers in assessment, including reporting and marking, such as in optical mark reading. The latter is often restricted to the use of computers for the entire process, including delivery of the assessment and provision of feedback (Charman and Elmes, 1998). In this paper we will adopt the term Computer Based Assessment and we will discuss some issues related to the online assessment of students.

Web-Based Learning and Instruction

The precipitous rise in Web-based education and employee training speaks volumes of technology’s far-reaching potential. While most agree that Web-based instruction can be cost-effective and convenient, few academicians and practitioners have examined the efficacy of Web-based learning in terms of constructivism, the most widely accepted model of learning in education today. The constructivist approach to learning acknowledges that both teacher and student bring prior knowledge to the learning experience. Over time and through interaction with others in the learning environment, the student co-constructs new meaning as a knowledge-building process—piece by piece, new knowledge is built onto former knowledge. This differs from the former notion of learning that considered children as empty vessels waiting to be filled (tabula rasa). While constructivism is widely accepted by educators in theory, it is not always evident in teaching practices, including Web-based instruction. To help academicians and practitioners provide effective constructivist learning experiences for students and employees, the following issues will be addressed:

Who Benefits from WWW Presentation in the Basics of Informatics?

This paper describes the use of WWW-based guided tours as a complementary addition to conventional lectures in the basics of informatics. Learning can be promoted in the spirit of constructivism, situated action, and cognitive flexibility when organizing a WWW coursework. We analyze the benefit of an optional coursework, including the use of guided tours and the use of search engines and directories on the WWW. This paper presents who benefits and who does not benefit from our optional coursework. The analysis is based on the background information and prior computer experience of the students, as well as pre and post tests. The study found that our WWW-based coursework suits best for females and all students except the students of economics. The students who are not familiar with computers and the Internet benefit more from WWW-based learning. Age and the number of years studied at a university do not affect the effectiveness of the WWW coursework. The results show that our WWW coursework suits for basic course level students in informatics, regardless of age. However, in the continuing courses of informatics, the coursework is probably less effective.

Using Lotus Learning Space to Enhance Student Learning of Data Communication

Online delivery of courses has become a viable option because of the Internet. This paper describes how we deliver and manage part of a postgraduate degree in telecommunications. We aim to foster learner-centered education while providing sufficient teacher centered activities to counter some of the known concerns with entirely learner-centered education. We use the Internet as the communication infrastructure to deliver teaching material globally and Lotus LearningSpace to provide the learning environment.

Implementing Corporate Distance Training Using Change Management, Strategic Planning and Project Management

As businesses expand to become more globally competitive, their needs grow to train geographically dispersed employees in a cost- effective manner. What must businesses do to implement distance education? An important role of the training and performance specialists in business is to help management solve complex problems within an organization. Still, distance education is usually not accomplished by a single group within an organization, nor through a single process. To change the way training is done, performance managers must use what is known about change management, strategic planning and project management in order to successfully implement technology-enhanced learning globally. One of the methods being used increasingly in the workplace is distance training.

Web-Based Learning

In an in-depth study of Internet and classroom students’ test grades and assignment grades spanning three semesters, it was found that there is a significant difference in achievement and performance for these two types of course delivery. Although there were not significant differences in the final grades for two of the three levels of computer information systems students in CMS 1010, CMS 2010, and CMS 3270 at Metropolitan State College of Denver, there were significant differences between classroom students and Internet students when the authors examined performance—as measured by eight homework assignments and achievement—as measured by test scores. Reinforcing what many studies have found, the distribution of final grades among eighteen classes (nine Internet delivered and nine classroom delivered) did not differ significantly, but how those grades were earned did differ for two of the three sets. Internet students did better on the exams, with significant differences at all three levels. When performance was compared, there was a significant difference for the junior set of data. Classroom students performed better on the hands-on homework assignments for this level. The upper level course student averages differed significantly in both achievement and performance measures. The three courses examined all had the same instructor for Internet and classroom sections; all had exactly the same tests and assignments for their particular course; all three courses had a hands-on skills component. The authors caution against generalizing about all Internet-delivered courses from the results of this study. It appears that there are significant differences in online learning experiences when one delves more deeply into how mastery of material is obtained. The sample size of 302 students provided a rich data set which showed variances according to gender, class level, past experience with Internet delivered courses, and even age. T tests were performed on three sets of matched pairs of students. The authors believe the findings support the theory that Internet delivered distance education courses require different design. More importantly, however, this research demonstrates that Web courses are working. As more research is done on achievement and performance in Internet-delivered classes, and as our instructional design for Web courses is refined, we will find the best way to design these distance education course

The Consequences of e-Learning

It is time for realism regarding the applications of information technology to education and training2 . People learn; electrons do not. Accordingly, the dust will eventually settle from the flurry of activity related to “e-Learning,” in all of its manifestations, and the foregone conclusion will stand out: learning is hard work. There is value in remembering this conclusion because in this Internet era, there is sometimes the impression gained that all the human effort involved in learning and in the achievement of excellence has been removed by information technology and knowledge management.

Cognitive Effects of Web Page Design

The advent of Web-based instruction, which relies upon hypertext models of interaction and design, reemphasizes the need for a clear understanding of how learners process and encode information presented in Web sites intended for instructional purposes. The unique nature of Web page design, mandated by constraints in the technology which limit student interactivity, and yet which support divergent exploration, necessitates a deeper consideration of how learners interact with various Web site design factors. The purpose of this chapter will be to address the cognitive implications of those factors. This chapter will not focus on specific graphic layout and design criteria or visual display specifications that have been extensively covered in the research literature on computer screen design. The intent, rather, is to review and discuss the major theoretical and design issues impacting contemporary instructional Web page design. It is essential however, to understand the basis for much of the Web page design that occurs currently, and that stems from much of the earlier work in computer screen design.

Web-Based Education

The Internet is changing the very nature of society in ways unparalleled since the industrial revolution. It is affecting local, national and global economies and their infrastructures. Information is available at any time from any place to any Internet user. This is creating tremendous opportunities for universities to provide a learning environment that is accessible to all. The “same time, same place, only some people” traditional educational environment is giving way to “anytime, anyplace and anybody” instructional models. For universities, the question becomes how to preserve and expand the desirable aspects of face-to-face teaching models when translating them into the new environment of Web-based education (WBE). This challenge is made even more complex when seen in the context of other trends in education: the transition from passive classroom lectures to hands-on, student-centered, interactive learning; the perception of students as “customers,” with increased control over the learning process; a higher education market where traditional universities have to compete with for-profit enterprises. This chapter examines Web-based education and argues that it can successfully simulate face-to-face teaching models, while adding some unique features made possible by the technology. To be successful, however, this simulation requires adjustments in many areas, including student assessment, faculty training and expectations, and student expectations and motivation. In addition, the chapter examines several critical aspects of Web-based education, including technological, administrative, quality and control issues that need to be addressed in order to create favorable environments for Web-based education.