Abstract
This paper looks at the process of assessment of a media-enhanced classroom experience. It utilizes an assessment model based on Rathbun and Goodrum (8) that suggests multi-methods of data collection. The use of triangulation (3) to answer a research question fits into the proposed multi-method design. 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 suggested 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 where opportunities for learning by doing occurred and in-class discussions in small groups were strongly linked to valuing the Living Textbook.
Recommended Citation
McLean, Daniel D.; Smith, Deborah; and Knapp, Julie S.
(1999)
"Using Multi-method Assessment to Evaluate a Media Enhanced Classroom,"
Visions in Leisure and Business: Vol. 18:
No.
2, Article 5.
Available at:
https://scholarworks.bgsu.edu/visions/vol18/iss2/5