Education Technologies in System Dynamics Teaching
Purnendu Mandal* and K. K. Wong**
* School of Engineering and Technology, Deakin University
** Deakin Centre for Academic Development, Deakin University
Address: School of Engineering and Technology, Waurn Ponds Campus,
Geelong, Victoria 3217, Australia.
Telephone: 61-3-5227 1245; Fax: 61-3-5227 2167
E-mail: purnendu @deakin.edu.au
Abstract: System dynamics teaching is still predominantly face-to-face and classroom
based. Though evidences of distance learning in system dynamics are appearing in
the literature, the community as a whole is yet to appreciate and embrace distance
learning approach. Distance learning could popularise system dynamics and enable
educators to take benefits of the modern education technologies. The modern
education technologies have made subject delivery flexible: learning independent of
distance and formal teaching timings. This paper presents a critical appraisal of
application of modern education technologies in teaching and delivery of system
dynamics subject. It is suggested that problem-based learning (PBL) is an
appropriate approach for system dynamics teaching, which could be feasible with the
help of the Internet, e-mail, CD-ROM, teletutorial, teleconferencing and other
education technologies. The design and implementation of a PBL framework is
discussed in this paper.
1. INTRODUCTION
The growth of system dynamics in the last forty years is far from spectacular. System
dynamics as a discipline did not spread widely. In fact, the education and research in
system dynamics remained localised at various pockets in the UK, USA, EEC and the
Third World countries. Only in the recent years some degree of dispersion both
worldwide and within individual countries became visible. There could be many
reasons for the limited spread of system dynamics. But an important factor is the lack
of or limited use of education technologies by system dynamicists in teaching and
delivery of the subject matters. The use of modern education technologies could make
system dynamics teaching more flexible, the implication of which could be significant
in terms of spreading the knowledge of system dynamics.
The teaching of system dynamics is facing two challenges. First, the inability of the
conventional teaching method in helping learners to achieve the learning objectives.
System dynamics is an area of study where dynamic and complex relationships among
various aspects of a system are modelled in a computer and the long term behaviour of
the system is analysed. This subject requires students to be trained with a high degree
of problem solving ability and visualisation power to discern causal effects in
dynamically changing situations. Richmond (1993) suggests the development of seven
critical thinking skills (dynamic thinking, closed-loop thinking, generic thinking,
structural thinking, operational thinking, continuum thinking, and scientific thinking)
in system dynamics studies. Richmond argues that our capacity for thinking in terms
of dynamic interdependencies has not grown rapidly to cope with the complexities
that is being faced by the mankind. To impart various thinking skills in students and to
accomplish various learning objectives it is necessary to expose students to computer
model building and system behaviour testing using real world policy alternatives.
Conventional system dynamics teaching strategies are unable to create learning
experiences that would efficiently facilitate learners to achieve the expected learning
outcomes.
Second, increasing demand to course access outside the standard on-campus teaching
provision. The need to widen the access to courses and course materials has become a
recognised imperative worldwide. Flexible learning is seen as a solution to this
imperative (Ferguson and Wong, 1995; Mandal and Ferguson, 1994). It allows
courses to be delivered to learners on campus, in the industry, at home or in an
enterprise, on a schedule to meet the demands of individuals. With different
dimensions of flexibility, this mode of learning increases access for individuals to
Jearn and removes barriers to learning. These barriers exist in the conventional
learning mode in the form of inflexible attendance requirements, geographic limitation
of teaching location, individual learning difficulties, etc.
The system dynamics community realised the need for flexible delivery of the subject
matter only recently. System dynamics course through the Internet in the form of
Guided Study Program (GSP) is offered at MIT under the leadership of Jay W.
Forrester.' The program is for people interested in learning the basic principles of
system dynamics and model simulation. The program is a guided study (conducted by
e-mail) consisting of study materials from the "Road Maps" series and other system
dynamics literature, structured assignments, and feedback on assignments.” This
program is organised in a very structured way and the teaching strategy used in this
program is very different from the problem-based learning strategy advocated by this
paper.
There are evidences of other initiatives to make system dynamics learning accessible
through the Internet. A computerised network version of the famous 'Beer Game' is
now available via the Internet. Machuca and Barajas mentioned that 'The use of the
Internet allows distance learning to take place, given that the facilitator of the game
can not only transmit the results obtained, but can also ask questions and get answers,
send explanatory texts for briefing and debriefing, receive questions from the players,
etc. Through this type of distance learning, instructors who desire to use the Beer
Game as a teaching instrument can be trained, even when they are far away' (Machuca
and Barajas, 1997, p. 337). Other information on system dynamics courses around the
world is also available at the Web now.*
System dynamics teaching is still predominantly classroom based and face-to-face.
The system dynamics community as a whole has yet to embrace distance learning as a
‘ For details of this distance learning initiative visit the Web site at
http://sysdyn.mit.edu/DistanceLearning.
* Information on “Road Map” can be found at http://sysdyn.mit.edu.
* See for example the Web site at http://web.mit.edu/sdg/www/sdg-courses.
means to popularising the subject and taking advantages of the modern education
technologies. It is proposed that the modern education technologies would make the
delivery of system dynamics flexible and make the learning independent of distance
and formal teaching hours.
Based on a funded teaching development project, this paper reports the design and
development of a problem-based learning framework for teaching of system
dynamics. The teaching model encompasses a non-traditional problem-based
interactive learning environment that is Internet supported, student-centred, and can be
flexibly accessed by on- and off-campus learners independent of time and geographic
location.
2. THEORETICAL BASES OF LEARNING ENVIRONMENT
In recent years university education has undergone through big changes. The forces
that exerted important impacts on these changes are:
- the growing competition,
- the explosion of information technology (Peterson, 1997),
- expansion and complexity of knowledge about the natural world,
- increasing international collaboration,
- growing university-industry link in pursuing research of industrial significance
(Morgan, Reid and Wulf, 1998), and
- the imperative need to widen the access to education (Wong and Ferguson, 1996).
Graduates are now required not only to possess specific and auxiliary content
knowledge but also abilities to identify, formulate, and solve real world problems;
communicate effectively; to perform teamwork; and engage in life-long learning
(DEETYA, 1996; ASEE, 1994). To inculcate students with these abilities there are
calls to use non-conventional teaching methods, which are facilitative rather than
authoritiative and foster collaborative active learning (Baillie and Walker, 1998).
Flexible and open learning can be viewed as a solution to widen the access to various
courses (Wong and Ferguson, 1996; Ranky, 1996).
2.1 Flexible learning
There are three factors that can be used to describe learning. They are ‘learning style’,
‘control’ and ‘focus’. Learning style refers to the way students process the information
in the course material. Control refers to the degree to which the student rather than the
teacher controls the learning activities and the instructional strategies. Focus refers to
the extent to which emphasis is on providing support to student-centred learning as
opposed to traditional teacher-centred teaching. These three factors can be used to
define a cube on 3-D planes as shown in Figure 1.
A Student-centred Student
FOCUS
Teacher-centred CONTROL
Teacher
Passive Active
LEARNING STYLE
Figure 1. Dimensions of learning
If this cube can be divided into regions, flexible learning finds its position at the right,
upper back region as marked in the Figure. Flexible learning enables a series of
general shifts along the continua from conventional classroom teaching. Students
actively participate in the learning process rather than passively absorb knowledge,
have more control over instructional strategies rather than following fixed procedures
set by the teacher, and have access to a wide range of supporting resources which are
student-centred rather than teacher-based.
Fleming (1993) summarised the practice of flexible learning as ways in organising and
resourcing learning that shift away from traditional lecturing and supporting services
so as to offer “the learner a more actively constructive role by providing a framework
in which learning goals can be more independently pursued” (Fleming, 1993).
2.2 Problem-based learning
Problem-based learning is a very motivating learning strategy that encourages critical
thinking and problem-solving skills together with content knowledge by asking
students to work out real world problems. Teachers become facilitators to provide
resources and guidance to students as they develop content knowledge and problem-
solving skills. Students actively take up greater responsibilities for their own learning.
As recognised by Banerjee and De Graaff (1996), an important aspect of problem-
based learning is the shift from teaching to learning. In a total problem-based learning
situation, the learning process is initiated by a problem. Conventional teaching is
replaced by learners’ discussion among each other on loosely defined real world case
scenarios and to formulate learning goals. Students are encouraged to undertake in-
depth analysis of the problem or situation to identify possible subproblems, questions,
issues, or trends related to the case scenario. They then begin to investigate these
subproblems by using research methods such as interviews, surveys, observations,
document analyses, and search through advanced reference materials such as
professional journals, indexes, and data bases (Dooley, 1997). In the course of
analysing, redefining, and suggesting solutions to the problems, prior knowledge is
activated and new knowledge is acquired and learners are undertaking a deep learning
process to find answers to their own learning goal by self-directed learning.
Regardless of the specific methodology of problem-based learning applied to different
context, there are a number of common characteristic features, inter alia, the most
significant ones suggested by Williams and Williams (1997) are:
e Collaborative learning — learners must be encouraged to work collaboratively to
foster a supportive learning environment.
e Self-directed learning — this can be fostered by allowing learners control over
aspects of the learning process such as planning the learning timetable, choosing
who to work with, deciding what and how they will learn.
¢ Reflection on learning — learners should be asked to reflect on the learning process
by thinking about their learning experiences as a whole to consider what
deficiencies there are and how these may be remedied, whether a learning plan
was achieved or how the goals could be more efficiently met.
A typical problem-based learning situation involves groups of students working
interdependently and collaboratively, sharing ideas, splitting learning responsibilities,
and continuously keeping each other informed.
3. EDUCATION TECHNOLOGIES
Education technology is essentially a 20" century movement with major developments
occurring during and immediately after the Second World War. Education technology
refers to a particular approach to achieving educational goals. The focus is on
systematic development of teaching and learning procedures, which are primarily
based on behavioural psychology. In recent years, the fields that contributed greatly in
the development of education technologies are cognitive psychology, social
psychology, psychometrics, perception psychology, computing and management.
There are a number of technologies that enhances the effectiveness of teaching. The
important technologies are the Internet, CD-ROM, e-mail, data-bases, CAL programs,
videos, tele-tutorial, videoconferencing, etc.
The Internet
The most distinctive distance education deliver tool is the Internet. The Internet based
communication system could use bulletin boards, which could be used by a student to
contact his/her lecturer and other students. It allows students to access other resources
such as the library catalogue and book request from the library.
Computer aided learning
Computer Aided Learning (CAL) programs use standard high density floppy discs and
students can use CAL programs to learn a subject at their own pace. One example of a
CAL program at Deakin is an interactive program called 'Ethics' developed for the
first year engineering students to help students develop professional ethics. Other
CAL programs have been developed to support learning subjects as diverse as
workshop practice, electricity, and engineering statics.
Videos/ CD-ROM
Videos and CD-ROMs can be helpful in describing the subject matter. For example,
video simulations of laboratory experiments could be developed for off-campus use.
Interactive CD-ROMs are very useful as repository of course materials and quick
search of information.
Videoconferencing
The use of videoconferencing eliminates the presence of students on the campus.
Face-to-face lectures would be progressively replaced by videoconferencing.
Teletutorial
Teletutorial is an alternative to face-to-face tutorials for off-campus students. It
involves the tutor and a small group of students connected at the same time by
telephone. This has the advantage that students feel less isolated from the university
because of geographic separation. Exchange of ideas through teletutorial sessions
encourages distance education students to know more about the subject, fellow
students and the university as a whole.
The use of Internet technology
Given the success of problem-based learning requires functional supports to enable
interaction, allow dataflow, provide access to global and local information, and event
monitoring, it is essential to include collaborative learning tools that will provide all
these supports. As a tool of Internet technology, the World Wide Web is ideal in
providing the necessary supports to problem-based learning for its “ability to create an
active learning environment, one which affords the learner opportunities to engage
and think. The Web also opens the world in terms of the people who can be reached
and the resources that can be gathered” (Hill, 1997).
Stauffer (1996) in researching student-driven learning on the Internet also showed
Web-based instruction is useful for intellectual knowledge building. The Web,
according to Stauffer (1996), is a delivery medium as well as a provider of content and
subject matter. Through this medium, text, graphic, sound and video can be delivered
to students easily. Furthermore, the Internet links people world-wide, and contains a
highly diverse, easy-to-update source of information.
To address the need for promoting interaction among students and to provide what
Johnson-Lenz and Johnson-Lenz (1991) described as open spaces within which
students can decide on the types of interaction that took place, a conferencing
groupware has to be sought. To facilitate flexible access, this tool should have the
capability to allow users to meet synchronously or asynchronously, as appropriate.
SoftArce’s icon-driven, user friendly, multi-functional conferencing system was
selected for its compatibility with the Web.
4. PBL FRAMEWORK FOR SYSTEM DYNAMICS
System dynamics requires students to be trained with a high degree of problem
solving ability and visualisation power to discern causal effects in dynamically
changing situations. To accomplish these learning objectives it is necessary to expose
students to computer model building and system behaviour testing using real world
policy alternatives.
Conventional teaching strategies used in on- and, in particular, off-campus teaching
are unable to create learning experiences that would efficiently facilitate students to
achieve the expected learning outcomes. In the traditional lecture plus tutorial mode of
on-campus teaching, lectures are often “long periods of uninterrupted teacher-centred,
expository discourse that relegate students to the role of passive spectator” (Johnson,
Johnson and Smith, 1998). Lecturer presumes that "all students need the same
information, presented orally, at the same pace, in an impersonal way, and without
dialogue with the presenter” (Johnson, Johnson and Smith, 1998).
While in the conventional mode of off-campus teaching, lectures are normally
replaced by self-instructional courseware, largely print-based and some with
supplementary material in multimedia format. Students study the supplied materials
and complete all the course requirements according to a set schedule on their own.
Within these conventional modes of teaching, students passively receive information
and they can not find sufficient interaction with the study material, teachers, and
peers.
Interaction among students, teachers, and the learning environment in the form of
collaborative learning is an important factor in facilitating students to acquire live
knowledge and develop problem-solving ability. There is a need to create a non-
traditional learning environment that adopts interactive teaching strategies, more
student-centred, and can be flexibly accessed by on- and off-campus students for
teaching of system dynamics. The framework for such a learning environment is
presented next.
The focus of the learning environment is on the following aspects:
¢ To provide flexible access to study by students on campus, at home, or in
their workplace independent of time, pace, and learning style;
To provide students with interactive learning experiences;
To enable students to develop problem-solving ability;
To assist students to acquire real-world knowledge; and
To enhance students’ communication skills.
Figure 2 shows key features of the learning environment that is designed to achieve
the above mentioned objectives.
The Flexible Learning Environment
Student | >| Learning | problems b> (Assessment
A A
~< Loosely Structured
A Case Scenarios
Self-directed Real World L
t Si
Figure 2. Key Features of the Flexible Learning Environment
An interactive Web site was developed as the hardware of this learning environment
for students to use. The Web site provided a repository for instructional materials and
an online meeting place. It also made available a means to access global information.
These functions were included as components in the site and named ‘Learning
Material’, ‘Modelling Activity’, ‘Communication Access’, and ‘Online Resources’.
Figure 3 shows the design of the first two pages of the site.
ietscape: System Dynamics Modelling
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‘Welcome to this learning site!
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‘These pages will provide you with
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develop System Dynamics (SD) released for Systems Dynamics Modelling,
‘Pages also contain a number of
SD models vhich can be
simulated with PowerSim 2.5 demo package, available
{for download from tis site
4
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Figure 3. The First Two Pages of the Web Site
The ‘Learning Material’ component presented students with the basic subject matter
of systems modelling. Students go through this component in a self-directed manner
to gain an understanding of the knowledge on model building to prepare them to
attempt the ‘Modelling Activity’ component. This activity component was a step-by-
step guide on how to develop systems models, which can be used for simulation
exercises. Models were simulated using the PowerSim demonstration package, which
is a commercial computer application software that the project team has been given
full licence to use. PowerSim is an intelligent application software that can enable
students to develop a model and change the problem parameters of the model for
simulation. The implication of change is presented graphically on screen. This
software was installed onto the central server as part of the ‘Modelling Activity’
component for students to download. All learning material was structured in a
hypermedia format allowing students to access, in any sequence, the information they
needed at any moment of their study. The ‘Learning Material’ and ‘Modelling
Activity’ components are put in place to assist students to acquire a fundamental
understanding in system dynamics. The knowledge of using the modelling application
software, which is a basic competency that students need to master before they could
solve real world problem cases, are presented in modelling activity component.
Students’ basic knowledge relevant to the subject where the problems are in question
will be influential in shaping the information sought in the process of problem-
solving. An existing knowledge base in the area concerned is one of the four types of
process knowledge identified by Eraut (1992) that is essential to effectively acquiring
information in problem-based learning. Snap shots of these two components are
shown in the following Figure 4.
Netscape: Section B - Topic 4
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imoawion Topic 4: System Dynamics and its Viewpoints
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Topic 1 ‘the proper information for decision making. Computer sifs in high speed calculation and quick assessment of
consequences of a change over period of time
Tonie2
Tonic Computer
— Simulation
Section B
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Toned ——¥ ( pynamics
Theory
— Feedback ——*
Bibliography Concepts
Figure 4.1 : System Dynamics
Some of the questions vhich worry the decision makers and that can be addressed well by using SD are as follows
4. What constitutes the whole system? A system should be perceived or conceptualised in its totality. The concepts
of wholisic system applies in $D.
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1, Clickon the Set button in the Define Variable wintow.
2. Clickon the OK. button in the Define Variable vindov.
‘You vill no be bsck at the model, and if all has gone well it will now look like the disgram below. Note the
change of sppearance of the Average Order_Rate auxiliary,
Average_Order Rate
‘Growth Rate_of Economy
Defining value and formula for Growth Rate_of_Economy
seer Z
(ii) A ‘Modelling Activity’ page
Figure 4. Snap Shots of Basic Knowledge and Skill Components
The ‘Communication Access’ component of the Web site was equipped with the
multiplatform groupware, FirstClass, which can enable collaborative interaction in the
following forms: teacher to student(s), student(s) to teacher, and student(s) to
student(s). Using this communication channel the teacher was able to distribute
current information on real world case problems, hold discussions with different
groups of students, monitor study, and to render ance to study when required.
Students can form discussion forums to discuss strategies in learning and solving the
assigned problems as well as to submit simulated case solutions as file attachments to
the teacher.
The ‘ Online Resources’ component was designed to provide responsive resources to
enhance students’ learning, particularly the information needed to solve real world
problems. These resources were student-focused and responsive in the sense that they
were available for student access any time round the clock. A click on the menu
‘Online Resource’ will lead to pages on Annotated Hot Links, Usenet Newsgroups,
References (with items that were linked to collections at Deakin University Library),
and Electronic Library.
5. THE LEARNING PROCESS
Figure 2 depicts how the learning process can take place. Students study the material
presented to them in the ‘Learning Material’ and ‘Modelling Activity’ components of
the Web site at their own pace to acquire foundation knowledge and skills. They are
expected to complete the ‘Learning Material’ component before attempting the
“Modelling Activity’ component. A number of problem situations were included so
that students can develop model building skills in this component. Having acquired
basic knowledge in the field and skills in building and simulating models, students
will then be required to solve real world problems by refining the loosely structured
case scenarios presented to them, and then asked to formulate strategies to solve these
problems. Through out the learning cycle, students have high degree of control in
directing their own learning. The flexible nature of this learning environment allows
on-campus students to access the Web site and network facilities in the School’s
computer laboratory at any time convenient to them. Off-campus students will be able
to study this subject anytime at home or at the workplace in front of their desktop
computer.
5.1 Problem-Solving Process
The way how this flexible learning environment facilitates the problem-solving
process is illustrated with the help of Figure 5 below.
Real world case
scenarios
i
Analyse and
re-define cases
Internet_Support
Discussion Teacher Student generated
in groups support A learning strategies
Inte t_S rt | Ss
Internet_Support meme st PPo! inter jet_S pport
Proposed
solutions,
Submission
terns Dymanttes
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iz 4
Figure 5. Problem Solving in Process
Four loosely structured real world case scenarios were presented online for students to
work through. These were chosen problem situations from different sectors of
economic activities which included business, industry, services, and environmental
protection. Titles of these four problem cases were ‘Environmental Impact Analysis’,
“Schedule Overruns In Software Projects’, ‘Business Cycles’, and ‘Growth of
Tourism’. Context of each of these scenarios and what problems students have to
solve were provided together with guides for acquiring information. One example of
such case description is shown in Box | below.
Environmental Impact Analysis
The material benefits offered by industrial growth have been
partially negated by it’s ill-effects. In fact we note that, in most
cases, industrial growth has led to the pollution of the environment.
Pollution levels often exceed the natural dissipation and absorption
capacity of the environment, affecting the health of the community.
Environment degradation and falling health standards increase
social pressure on the government. As a consequence, it may
introduce a bill in Parliament making it obligatory for industries to
implement pollution-control measures. Anticipating substantial
cost on such implementation, industries lobby around, and often
succeed in delaying the passage of the bill. The Government ends
up agreeing to pay a subsidy or introduces a tax relief on
investments made on _ pollution-control equipment. The
maintenance of these equipment is often given the lowest priority.
As a result, pollutants continue to get discharge into the
environment while the records show that the industry has installed
pollution control equipment. Additionally, the industry invariably
passes on the costs incurred on maintenance of equipment to
customers by increasing the production price.
Model this situation and test the present policy. What policy do
you think can help tackle the pollution problem? Test these
policies and comment on their suitability.
Box 1. Example of a Real World Case Scenario
While solving required problems, students work in small groups. Group activities
typically would include:
© critically reasoning their way through the problems by bringing out prior
knowledge they have learnt from the material presented in the Web site to
identify additional information and knowledge they needed to better
understand and manage the problems, and determined what resources they
would use to gain the information and knowledge needed;
¢ consulting resources and working collaboratively to collect and interpret
information including quantitative data as well as to link aspects of
information together. Students supported each other in the form of peer
tutoring to gain the knowledge and skills needed;
¢ criticising, refining, and sharpening the case context and formulating the
best strategies in solving a particular case problem by synthesising what
they have learnt;
¢ constructing and simulating model(s). Solutions are submitted
electronically for assessment; and
¢ reflecting on the problem-solving learning experience — knowledge
acquisition, self-directed interdependent learning, peer tutoring, etc.
Since the ready availability of up-to-date reference and information resources is vital
to problem-based learning, students were encouraged to utilise the Web-based ‘Online
Resource’ facility to access local and global sources of information. As mentioned
earlier, this facility would provide responsive access to information at anytime
reducing the time constraint that impeded students’ access to information services
outside normal opening hours. Students also drew on off-line resources located in
libraries, workplaces, government agencies, information bureaus, etc. Interaction
among peer students was enabled by the functions allowed by the Web version
groupware FirstClass. Off-campus students used synchronous and asynchronous
communication to discuss and convey ideas as suitable at their own arrangement
while on-campus students used a mix of face-to-face meeting and online conferencing
at times they considered to be effective.
Through online interaction, the teacher was able to stimulate and guide student
learning at the initial stage. However, as the groups became proficient, the teacher
withdrew gradually allowing the groups to increase independence. The conferencing
capability also facilitated the teacher to present feedback on problem solutions to
students in the shortest time.
6. CHALLENGES AND POSSIBLE FUTURE DEVELOPMENT
Internet-based media can provide means of communication and global access to
information that are vital to flexible learning especially when special learning
strategies, such as problem-based approach and collaborative learning, that are
adopted by this teaching project. But use of Internet-based delivery is not without its
pitfalls. Limited by the current common bandwidth used in ppp/slip connection, it is
impractical to deliver large size multimedia and application files. Feedback from a
trial run of this project to selected numbers of on- and off-campus students showed
that down loading of the PowerSim demonstration simulation software took more than
twenty minutes from outside Deakin’s LAN. As anything more than twenty seconds is
beyond the patience level of most students, this has hampered the total effectiveness
of the learning environment.
To solve this problem a hybrid delivery mode of using both the Internet and CDROM
may be a future solution. The use of CDROM to deliver multimedia course material
has two merits: (i) it allows a large repository for multimedia information, and (ii) it
permits fast access to information. Therefore, an integration of CDROM and Internet
technologies would provide a technical platform to effective flexible learning,
particularly, of engineering courses where a large amount of information in
multimedia format has to be delivered and special teaching strategies requiring student
interaction have to be adopted for optimum effect.
7. CONCLUSION
An Internet supported flexible learning environment for system dynamics teaching is
presented in the paper. The design and development of a teaching framework, which
allows flexible access to study with respect to time, geographic location, learning
pace, and learning style, is described in detail. The created learning environment
pedagogically adopts problem-based learning approach to allow learners actively
engaged in the learning process based on the learners’ interest, curiosity and
experience that would result in expanded insights, knowledge and skills. Moreover,
the collaborative and self-directed learning experience that could be achieved by this
teaching framework could improve student’s skills in working in team situation,
communication, and life-long learning. Furthermore, when expended to incorporate
the use of CDROM together with Internet technology, this teaching approach would
provide the framework to create efficient and flexible learning experiences for multi-
modal course delivery. This learning environment can be generalised to make it
suitable for use to other courses employing flexible delivery methods to ensure the
demands of students with regard to course and modes of study are met.
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