Using mimio boardcast in an online principles of macroeconomics course to improve student performance

Clayton College & State University (CCSU), located in Morrow, Georgia, is an extraordinary example of a University with a diverse, highly time-constrained student body (Deis and Nakos, 2001). Only 11 percent of the students in the School of Business are between the ages of 18 – 21 while 41 percent are married. Approximately 65 percent are working fulltime and 20 percent are employed part-time. Most of the students are also coming to school part-time and are not planning to change jobs following graduation. Many are returning to school after a long absence. CCSU recognizes the impact of technological change on our student’s ability to find and to keep employment. CCSU was the third post-secondary institution in the country and the first in the Southeast to require laptops of all students. As a result, CCSU is committed to incorporating technological enhancements in the classroom where sensible and feasible. Model classrooms with projectors and Ethernet connections exist in most of the classroom buildings, and certified technicians are available to help both students and faculty with computer-related issues. Most importantly, CCSU has a dedicated Center for Instructional Development (CID). The mission of the CID is to help instructors improve. While much of what the CID does is to help the faculty use high-tech innovations, the CID also teaches and encourages low-tech solutions.

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