Distance education and the use of computers as instructional tools for systems development projects: A case study of the construction of expert systems

-The nature of the nation's dynamic workforce and the demand for workers with knowledge-based and information systems skills require with increasing importance the delivery of education with a focus on these areas of activity. Those who seek post-secondary education often are unable to attend class seminars in the traditional campus-oriented learning environment. Advanced information technologies-interactive television for example-are becoming viable and popular extensions of the traditional classroom. The capabilities of these media differ, however, in their characteristics and in their ability to deliver instruction. Case data were collected in order to explore whether and how the computer-based systems construction, in the form of expert systems development by students, can be achieved successfully in a distance learning environment. The results of the study suggest that not only can successful systems development be achieved, but that the hands-on aspect of systems development contributes to increased student attention, learning, and sense of achievement. However, one must be cautious when implementing such projects in a distance environment. Issues which merit careful consideration prior to such an undertaking include the choice of software, direction in the use of the software, and means of instructional support for students who have questions or experience difficulties with the concepts and software. © 1997 Published by Elsevier Science Ltd I N T R O D U C T I O N Analysts have observed two major shifts in our society. First, the national economy has changed substantially from an industrial base to one which relies on service and on management of information. The change in the nature of the work requires that the workforce have not only the ability to absorb and interpret information, but also to possess computer competencies beyond that of simple literacy. Groupware, decision support systems, and geographical information systems, to name a few, assume a level of increased importance as the responsibility lies with fewer managers to attain greater organizational efficiency. These tools offer one the ability to capture, to analyze, and to use information in unique and powerful ways to aid decision-making. Technology which was within reach a few years ago of only large corporations now can be employed by smaller entities to increase their competit ive advantage. Even the smallest firms have the ability to make use of computer-based information systems and of advancements in microcomputer technology as a result of diminishing cost and increasing ease of use. One expects this trend to continue into the twenty-first century and beyond [1]. One particular area which will continue in prominence is the field of expert systems. Harmon and King [2] contend that the use of expert systems will change the way in which businesses operate by the alteration of the manner by which people think about solutions to problems. They argue that, as a greater volume of information is gathered, synthesized, and formed into useful patterns more rapidly than ever, this technology will play a major role in the reshaping of traditional notions of what constitutes an organization and how it is managed. Some consider expert systems to be one of the more successful classes of information technology in terms of its commercial viability and cost efficiency [3]. The second major trend is the dynamic nature of the workplace. Careers change rapidly. Viability is a requirement for achievement of greater success. Employees must refresh and renew their skills and knowledge to remain competitive. American business can expect to spend $25 billion per year alone on training programs for new employees [4]. These expenditures do not include the amount which is appropriated for traditional training of supervisors and for managerial development [4]. It is not a surprise, then, that there has been a corresponding increase in the movement of the non-traditional student into the post-secondary educational process. Distance education has emerged as a popular means of outreach to the non-traditional student, unable to attend the classroom of the traditional campus but who nevertheless wishes to increase his/her