The Effectiveness of Personal Computers in Operations Management Education

Abstract

The pervasiveness of personal computers (PCs) in business has encouraged expanded use in business schools. This effort has spawned a multitude of "supplemental" problem-solving software packages, which are frequently offered as peripherals to existing textbooks and are designed for use in the PC enhanced environment [1]. Although the incorporation of computers in education increases realism and facilitates computation, there are divergent views on the extent to which their use enhances learning [2] and little is known about the real contribution to learning of the use of the PC in conjunction with such materials. Among business subjects, the field of production operations management (POM) is one of the more amenable to computer assisted instruction (CAI). Through computer applications and educational PC software, subjects as diverse as basic statistical analysis, mathematical programming, materials requirement planning, aggregate scheduling, and forecasting can be more completely developed in the educational context [3]. Unfortunately, as Gross and Raymond[4] conclude, the promise of microcomputers in the POM classroom is, as yet, largely unrealized.The Framework of the Problem Specific concerns have been raised about such issues as format and programming rigidity of computer instruction and, more importantly, the overall impact on the nature and content of the learning process [5]. Considering the effects of television, McLuhan[6, p. 70] refers to a "massive surgery" when discussing the altered processes by which we amplify and extend ourselves, and thereby, the processes through which we learn. Extensions of the senses, such as through CAI, shift the usage of those senses, generating explosive growth of some senses and atrophy of others. While overall individual growth may result from this sensual extension, alertness for potentially adverse effects, such as the atrophy of less-used senses, is appropriate. The implications for education are tremendous; yet, unfortunately, there has been insufficient consideration of these issues.

Interactive learning in operations management higher education

“…Therefore, in the teaching-learning environment that was designed, both methodologies (OSC and CADL) were shown to be equally effective in helping students to pass the assessment tests that were done. These results are in keeping with other comparative studies on ICT-based business teaching in which no significant differences have been found in examination scores based on the method used (Coye and Stonebraker, 1994;Friday et al, 2006;McCray, 2000;McLaren, 2004; Interactive learning in OM Merril and Galbraith, 2009). Bearing in mind the findings connected with these objective learning outcomes, it can be stated that the use of the interactive software is an option that is just as effective as the OSC-based teaching in small groups for learning OM and, therefore, that it represents a real alternative to the latter in this discipline.…”

“…As on the professional level MRP/ERP systems are essentially ICT tools in OM, it might be expected that they could be adapted for ICT-based teaching, and this has been confirmed in this study. Coye and Stonebraker (1994) state that OM is one of the business subjects that is most amenable to CAL and highlight that some subjects -MRP, aggregate scheduling and forecastingcould benefit especially from this type of learning. Meanwhile, Arbaugh et al (2010) state that a growing interest in some OM-related topics such as quality management can Interactive learning in OM be detected in online and blended learning environments.…”

“…Studies by Moskowitz and Ward (1998), Hayes (1998) and Machuca (2000) could be included in this same line. Nevertheless, in the 1990s, authors like Gross and Raymond (1992) and Coye and Stonebraker (1994) concluded that the effective use of the computer in the classroom was far from a reality. Meanwhile, in a study focusing on the methodology used for teaching OM on ten European MBA programs, Goffin (1998) concluded that significant innovation was required to address the key challenges facing OM teachers.…”

The Effect of Computer Use in Science and Technology Lesson on Success and Attitude Towards

“…Researchers who put these claims forward carried out their researches under conditions of insufficient hardware and software. Finally, various data has shown that there is not a considerable difference between traditional teaching and CAT (Coye and Stonebraker, 1994). These kinds of differences are often encountered in educational researches.…”

Enhancing developing country industrial competitiveness through appropriate computer application ‐ a case study

“…In effect, the computer provides an opportunity for developing countries to leapfrog into the industrial age, and become active players in the new global economy. In addition, the widespread use of CAPM systems will also have a beneficial effect on improving the operations management knowledge base of managers, as simulation packages and sensitivity analysis programmes will force the managers to look at issues in a methodological manner (Coye and Stonebraker, 1994;Goonatilake, 1989b;Southern, 1986).…”