Tag: on-line learning

MyOMLab: More Help for Going On-Line with Your OM Course

For many instructors, student assessment is one of the most labor-intensive components of teaching an on-line class. Our MyOMLab assessment tool allows for automatic grade responses to algorithmic homework and test questions, to multiple choice questions, and to video and OM in the News questions.  In addition to simplifying assessment, the use of this tool  amplifies student engagement and helps students learn more efficiently. (MyOMLab also automatically calculates metrics for every question, including number who attempted it, number correct, number with partial credit, number incorrect, and average time spent).

Well over 60% of our text adopters have implemented MyOMLab into their OM courses. It’s easy to do (learning takes less than an hour) and Pearson’s reps are available for one-on-one training. Live training sessions with Pearson Faculty Advisors are scheduled for Mondays at 11:00 a.m. ET and Tuesdays at 3:00 p.m. ET  Register by clicking here.

Because of the coronavirus class cancellations, Pearson is providing MyOMLab free to you and your students for the next few months. Here is a link to locate your local Pearson representative:  http://www.pearsonhighered.com/educator/replocator/.

Pearson is also providing help with screencasting by clicking here, and with tips for moving your class on-line quickly with this link

Blackboard is also offering a series of tutorials, which you can access  by clicking here.

And, of course, the full array of supplementary material that comes with our text (from Powerpoints to company videos to Solved Problem videos, etc.) is loaded into MyOMLab.  Jay, Chuck, and I are also available to help. Don’t hesitate to contact us at: ProfRender@gmail.com; Munson@wsu.edu; and JHeizer@tlu.edu.

Guest Post: MyOMLab Provides Demonstrated Learning

LAFishOur Guest Post today comes from Dr. Lynn A. Fish, who is Professor of Management at Canisius College.

As the educational world continues to add more online elements, I remained skeptical of the educational value and security issues associated with these systems. However, when it became obvious that students were merely copying homework from one another and I faced a course overload, it became clear that something radical needed to be done. While one can argue for or against the need for homework, I’ve always been a proponent of using it. So, I blindly entered the world of online homework in fall 2011. As a ‘techno-jinx’, I held my breath waiting for trouble to break out. It didn’t!  Students seemed to adapt to it with very little difficulty.

Over the past 6 semesters, I have surveyed students on course specifics including MyOMLab homework. The majority indicate that MyOMLab is easy to use or they are able to overcome the minor issues. The most common minor issues students cited are rounding and decimal issues. From my standpoint, using MyOMLab allows each student to have different problems (algorithmic setting), requires less time for grading, and gives students immediate feedback. The ability to review each student’s assignment is available, but I find it unrewarding and time intensive to review. However, when a student is struggling, I can assist him with a particular problem from virtually anywhere in the world.

As a skeptic, I wondered whether the MyOMLab system offered educational value. After asking for student permission, I analyzed the relationship between MyOMLab and in-class performance. At an overview level, mild to moderate correlation exists. When analyzing further, there is definitely learning occurring through the MyOMLab system – at the scaffold level.

In conclusion, through student surveys, I’ve surmised that they find the MyOMLab acceptable, and through my own analysis, I’ve concluded that learning is in fact occurring. End result: win-win!