Page 9 - Articles Written by JGJ EF DPS

For the institution, organisational performance will increase as both its
efficiency and effectiveness is enhanced for example, as these elements
impact student retention will increase as students respond to this higher
quality pedagogic process.

Interactive, multimedia case studies are still in their infancy. Construction
and usage parameters have not yet been set and mistakes are still being
made at fundamental levels. However, interaction has been highlighted
as one of the keys to the success of Internet-based distance education
[Picciano, 2002]. Nevertheless, this e-resource has attempted to provide
a richer and more enjoyable experience for the user by extending their
horizons and for those developing interactive case studies aid them
through recording the processes associated with the production of these
business cases and their associated online interactive applications.

Developing interactive, multimedia business case studies does not
happen in isolation. The lecturer who builds case studies can no longer
simply record a good story. He or she is driven by a market whose
customers now demand more in terms of information, analysis, and
integration of pedagogic linkages, timeliness of communication, ease of
access and increased efficiency and effectiveness.

In seeking to achieve this electronic delivery the lecturer must produce
not only the most effective and rewarding learning experience possible
but also the most efficient. However, as Zawacki-Richter [Zawacki-
Richter, 2005], point out “A frequently encountered reason for the
reserved attitude to media-based teaching is the high workload
associated with it. Academic reputations on the road to a professorship
are acquired more by publishing research results and attracting external
funds than by good teaching. In contrast, 60% to 70% of the working
hours of a member of the academic staff are taken up with teaching,
without this being adequately appreciated in proportion. The motivation
to invest even more work in teaching is at times correspondingly slight.”

This view is supported by Jenkins and Healey [Jenkins and Healey,
2005] when they observed that

“Internationally there is a range of studies that show staff experience of
institutions that give limited recognition to quality teaching in promotion
decisions [e.g. Ramsden et al., 1995] and mainly emphasise research.
There have been very few studies that have looked at whether
institutions provide rewards not only for better teaching or for better
research but for demonstrations of the integration between teaching and
research” [Hattie and Marsh, 1996, p.529].