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This paper looks at the process of assessment of a computer-enhanced classroom experience during the implementation phase. It utilizes an assessment model based on Rathbun and Goodrum (1994) that suggests multi-methods of data collection. The use of triangulation to answer a research question fits into the proposed multi-method design. This paper reports how assessment was used to measure the effectiveness of the implementation of a multimedia application for use in support of a traditional classroom. The Living Textbook was developed to support a senior level management class in a Recreation and Park Administration program. The instructor identified four instructional goals of the multi-media program. Triangulation techniques included group observations, individual student observations, data based and open ended surveys, and debriefing of instructors. The results suggest that usability/ accessibility were essential precursors to students developing receptivity to the multimedia program. When receptivity was achieved, students valued the program as a contributor to their base of knowledge about the real work world. The use of student workbooks, which allowed opportunities for learning by doing, and in-class discussions in small groups were strongly linked to valuing The Living Textbook. (Contains 10 references.) (Author/SWC)

Descriptors: Classroom Techniques, Computer Uses in Education, Course Evaluation, Discussion (Teaching Technique), Educational Assessment, Experiential Learning, Group Instruction, Higher Education, Individual Instruction, Microcomputers, Multimedia Instruction, Student Attitudes, Triangulation

Autor: McLean, Daniel D.; Brayley, Russell E.; Rathbun, Gail


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