A case study is presented on the use of web-based technology to transition from a lecture-based delivery system to an online/multimedia technology delivery system at the University of Oklahoma's School of industri...
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A case study is presented on the use of web-based technology to transition from a lecture-based delivery system to an online/multimedia technology delivery system at the University of Oklahoma's School of industrial Engineering. Coupling web and multimedia technology with a pyramid approach to a simulation course sequence, the goal is to provide both undergraduate and graduate students with strong simulation skills in both modeling and analysis. Web-based technology is used to provide course access to non-traditional students, to re-enforce prerequisite knowledge, and to support learning statistical concepts. The approach has been successful at (i) generating two types of graduates, the simulation modeler and the simulation analyst/consultant, (ii) increasing the retention of non-traditional students (industrial engineering students with full-time jobs and other engineering majors without strong statistical backgrounds), and (iii) graduating two non-traditional students in the School's master's degree program as based on their research in simulation analysis. However, online technologies are not without their disadvantages. While the burden has been eased on student learning and their out-of-class activities, the faculty is now tasked with an increased load of supporting online courses and utilizing web-based technologies both within and outside the classroom.
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