An illuminative evaluation of distributed interactive multimedia project management resources

There is considerable interest in the use of novel computer-based training (CBT) techniques in higher education institutions. Partly this is an acknowledgement of the exciting pedagogic opportunities such resources offer, but the imperative of providing high quality education in the most efficient manner possible is undoubtedly a key institutional driver. Flexibility therefore is an essential pre-requisite of educational multimedia development. This paper reflects on the findings of an illuminative evaluation of a bespoke project management hybrid CD-ROM (DIMEPM) which sought to identify "facilitators" and "barriers" to learning arising from the use of CBT in an industry setting. Contrary to conventional wisdom, the evaluation suggests that more accessible learning materials combined with flexible delivery does not necessarily promote study. Rather it allows practitioners to prioritise work related tasks and demands greater discipline from the learner. A mixed diet of face-to-face and student-centred activities is advocated that maximise the advantages of each delivery mode.

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