A Preliminary Evaluation of Using LITEE Multimedia Instructional Materials in a Non-Traditional Graduate Information Technology Course

Instructors place an emphasis on preparing students to graduate from college with good decision-making skills needed to be qualified managers. This is done for the purpose of enhancing students’ performance in a real-world work environment. Researchers state that to prepare students to be successful as they go on to enter the work force, it is critical to provide them an education that encompasses higher-order cognitive skills, such as reasoning, problem identification, criteria specification, information search, integrating, interrelating, and problem solving. However, communicating information technology (IT) concepts at the graduate level can be a difficult and challenging task. This is especially true when instructors are faced with a heterogeneous class made of non-traditional students with varied backgrounds in IT. The Laboratory for Innovative Technology and Engineering Education (LITEE) attempts to address these issues by developing and disseminating award-winning, innovative multimedia instructional materials that bring real-world issues into classrooms. This paper conducts a preliminary evaluation on the use of LITEE multimedia instructional materials in a graduate level IT course at a non-traditional institution. The results of this evaluation should help researchers and educators to assess the potential of LITEE multimedia instructional material in facilitating the utilization of higher-order cognitive skills

Influence of Team Skills in Engineering Technology

Across various disciplines, self-efficacy, team-working skills and problem solving skills are recognized as important characteristics of workforce readiness. The purpose of this research is to examine the impact of multiple antecedents of perceived team-working skills and self-efficacy on change in team scores and higher-order cognitive skills when all students are provided the same treatment. The study involves the use of a multimedia instructional environment and problem-based learning in teams. Data were collected at multiple points during the semester using a combination of self-reported instruments and grades provided by instructors. We found that students’ institution, gender, and perceived relevance of engineering technology contribute to perceived team skills. Surprisingly, and in contrast to extant self-efficacy literature, self-efficacy is not related to perceived higher order cognitive skills or actual performance. However, perceived team skills were an accurate predictor of perceived higher order cognitive skills and actual team scores

Methods of Instruction and Learning Outcomes: A Theoretical Analysis of Two Approaches in an Introductory Information Technology Course

In introductory information technology (IT) courses, communicating technical concepts so that they can be comprehended by all students, technical and nontechnical, has been a concern. Another challenge in such courses is to teach the real-world applicability of technical concepts. In this conceptual article, we focus on a relatively unexplored issue in IT education—which instructional method is more effective in improving the learning outcomes of all students taking introductory IT courses. In doing so, we consider two instructional methods, lecture and multimedia case studies, and argue that either of these instructional methods, adopted singly, will be perceived by students as less effective in accomplishing learning outcomes than adopting a combination of the two instructional methods. Our arguments both augment existing knowledge about the differential influence of lecture and multimedia case studies on students’ learning outcomes and questions the wisdom of adopting either of these methods singly in introductory IT courses. We derive insights from the literature and anecdotal evidence, presented as four propositions, which illustrate the relationship between the two instructional methods and the specific learning outcomes students perceive they affect

Using Multimedia Instructional Materials in MIS Classrooms: A Tutorial

Instructors typically communicate technical concepts to information systems (IS) students via lectures and textbooks. In some cases, instructors supplement this traditional approach with written case studies and projects. In this tutorial, we present a non-traditional approach that could be used to communicate technical, as well as non-technical, concepts to IS students - use of multimedia instructional materials. This article also provides practical advice on how to adapt and implement pedagogy that includes multimedia instructional materials in MIS classrooms. The instructional materials include multimedia case studies that communicate concepts such as choosing appropriate operating systems for specific purposes; understanding Internet and satellite technologies; and decision support and expert systems used to solve real-world problems. The purpose of this article is to present a step-by-step tutorial on using multimedia instructional materials in a typical IS class

Student Perceptions of an Effective Learning Environment Across the Dimensions of Synchronous, Asynchronous, and Face-to-Face Instruction

Prior to the implementation of computer technology in the classroom, the traditional classroom dynamic consisted of a chalkboard, a lectern, a teacher handout, and the occasional group assignments. However, as technology continues to evolve, so has the restructuring of the educational system (Woods & Baker, 2004). This evolution, which began as correspondence courses by mail, has resulted in a Web-based learning community characterized by its rich learner-centered environment where both student and instructor collaborate and engage in constructivist practices (Conrad & Donaldson, 2004). This study sought to expand the existing body of knowledge on distance learning and employed quantitative techniques (multiple linear regression, One-Way Manova, and Repeated-measures design) to investigate students\u27 perceptions of the quality of courses delivered through synchronous and asynchronous instruction and compared their perceptions to face-to-face instruction. A sample comprised of undergraduate and graduate students from five regional universities was used to complete the study. Results from the study showed no statistically significant relationship among student demographics and technological skills. The researcher did find a statistically significant difference between students\u27 rating of quality instruction when given a preference between synchronous online instruction with voice and asynchronous online instruction. Such findings reveal that when students are given a choice between synchronous online instruction with voice and asynchronous online instruction they tend to prefer an asynchronous online environment. Last, there were no statistically significant differences regarding students\u27 perceptions of quality instruction based on gender. These results suggest that university administrators should consider investing in computer instructional technologies regardless of student demographics. Other results from the study show that despite the many features of SOIV, seem to prefer an asynchronous online learning as compared to synchronous online learning regardless of gender. n

Student problem solving communication processes while completing multimedia case studies: a look into the relationship among levels of collaboration, problem solving processes, and problem solving performance on individual and group levels

In an effort to better prepare students to become productive members of the work force, educators must grant students the opportunities to become critical thinkers. Students need to be able to learn to inquire, create, and think critically in order to obtain meaningful information from the abundance of knowledge that is accessible to them through the Internet and the World Wide Web. This quasi-experimental study examined the effects of online collaborative problem solving processes during a multimedia case study. Sixty-one students in two undergraduate management information systems classes agreed to participate. The experimental class, section 01, was required to use the online collaboration forum to discuss the multimedia Powertel Case Study with their group members, while the control class, section 02, was not. Analyses were run to determine any differences in the two sections on actual learning, perceived learning, and attitudes toward MIS. This study also investigated the problem solving process in the online discussion forum and the relationships of that process with actual and perceived learning, as well as attitudes toward MIS. Results of the study indicate that there were no significant differences in the media used to communicate with each other in collaborative groups, but instead the difference resulted from the depth and breadth of the contributions. For those students who participated in the online collaboration forum, it was clear that the better the students were at participating in the discussion forum, the more positive their attitude toward MIS became and the more confident they became in their own abilities concerning MIS. This research indicates that the students increased their actual learning and reported positive evaluations of the Powertel Case Study. Students reported that the case study was useful in improving higher order thinking skills. Multimedia case studies used in the MIS classes, therefore, can provide a venue for students to improve the teamwork and higher order thinking skills needed upon entering the workforce