Teaching Of Operations Research Research Articles

Construction and application of a performance assessment model for teaching operations research based on Bayesian network technology

Abstract Operations research plays a pivotal role in fostering effective management, sound decision-making, and modern management practices. Its significance in the academic realm, particularly within higher education, is increasingly acknowledged. This study leverages a Bayesian network to introduce a Markov chain, thereby constructing a dynamic Bayesian network-based model for evaluating the teaching performance of operations research. Initially, a questionnaire survey method was utilized to make preliminary adjustments to the performance evaluation index system. Subsequently, various methods, including the principle of halves and the coefficient of variation, were applied for coarse and fine screening of indices, culminating in the development of a comprehensive index system for evaluating operations research teaching performance. The efficacy of the constructed model and index system was tested by assessing the performance of five operations research instructors. Key metrics such as teaching performance, student trust, and student interest were assigned the highest weights, with respective values of 0.153, 0.127, and 0.114. Notably, Teacher D achieved the highest total performance score of 9.051, surpassing the other four instructors. The assessment results obtained from the designed model are closely aligned with those derived from fuzzy clustering techniques, underscoring the model’s robustness and applicability. Thus, the performance assessment model and index system designed for operations research teaching work demonstrate substantial practical effectiveness.

融合微课与IBL的《运筹学》课程教学实践研究

融合微课与IBL的《运筹学》课程教学实践研究

Team-Assisted Individualization Type of the Cooperative Learning Model for Improving Mathematical Problem Solving, Communication, and Self-Proficiency: Evidence from Operations Research Teaching

The purpose of this study is to analyze the increase in the mathematical problem-solving (MPS), mathematical communication (MC), and self-proficiency (SPr) abilities of students by applying the team-assisted individualization type (TAI) of the cooperative and conventional learning models for the experimental and control classes. This is a quasi-experimental study comprising a sample of 50 and 42 students studying for an undergraduate degree in statistics for the experimental and control classes, respectively. Students’ mathematical prior knowledge (MPK) is grouped into three levels, namely high, medium, and low. The instruments used are the MPS test, the MC test, the self-proficiency scale, and observation sheets. Statistical analysis instruments used are parametric and non-parametric statistics, such as prerequisite tests for normality and homogeneity of variance, mean difference tests in two or more groups, the post hoc test, and description and interaction tests. The results showed an increase in MPS, MC, and SPr in the experimental class, which is higher than in the control class. Furthermore, there is no interaction between the experimental and control classes despite a significant correlation between MPS, MC, and MPS. These findings are relevant to mathematics and statistics teaching because it has been proven to improve students’ MPS, MC, and SPr; hence, learning outputs can be achieved objectively, specifically for operations research teaching.

Students Perceptions of Operations Research Learning During the Covid-19 Pandemic with Realistic Mathematics Educations Approach

Operations Research is a quantitative decision–making course, which is formed in a mathematical model by allocating limited resources, so that the goal is optimal. The purpose of this study was to determine students’ perceptions of Operations Research learning during the covid–19 pandemic in order to apply the Realistic Mathematics Educations approach in developing Operations Research teaching materials. The research method was conducted by questionnaire with the number of respondents as many as 91 college students. The results showed that the students’ perceptions of Operations Research learning with indicators of feeling of pleasure, feeling of interest, general impact, and motivation, were in the high category with percentages of 42,86%, 62,64%, 42,86%, and 51,65%. Based on the results of the study, this can increase resources, both qualified lecturers and students and the realization of quality higher education to produce graduates who are knowledgeable, educated, and skilled. Thus, there are several factors that must be improved, such as the availability of facilities, lecturers, learning materials presented using video as an application of the model in the real life, and field studies.

Exploration and Design of "Flipped Classroom" in the Teaching of Operations Research in the Background of "Internet +"

Exploration and Design of "Flipped Classroom" in the Teaching of Operations Research in the Background of "Internet +"

Metodología lúdica para la enseñanza de la programación dinámica determinista en un contexto universitario

In this article the results of a research process developed by the Group in the Teaching of Operations Research (GEIO) belonging to the Faculty of Engineering of the Technological University of Pereira - Colombia are presented, where the hands on activities are raised as teaching methodology to generate micro-worlds that would allow university students to internalize mathematical concepts that are difficult to understand by reductionist methods. The documented investigation was developed with a group of students from the Faculty of Industrial Engineering, with they was worked the concept of deterministic dynamic programming focused on balancing line using hands on activity of a textile production process. The above evidence was evaluated with the validation process by experts, and it allowed to conclude the hands on activity methodology proposed by GEIO is clear, relevant, viable, coherent and is a tool to represent real systems where students can easily associate theoretical concepts to practical situations, reaching generate learning significant thanks to the interaction of the participant with the simulated context.

The use of case studies in OR teaching

This article investigates the current use of case studies in the teaching of Operational Research (OR) in the UK: how and where they are used; how they are developed; and whether there is an interest in training this area. It is aimed at lecturers teaching OR who are using or planning to use case studies in their teaching. It may also be of interest to policy-makers who wish to know what is being done in OR. The article focuses on the results of a survey sent to lecturers of OR in higher education in the UK. These are combined with an examination of the literature on using case studies in teaching in general and a small number of specific examples of how case studies are used in OR teaching. Case studies are included in OR teaching in a variety of ways and to develop a range of skills; particularly the ability to transfer academic knowledge to real-life contexts. The article identifies that the most significant barrier to the use of case studies in OR teaching is the development of new case studies; suggestions are made to address this, including providing training and collaboration opportunities. Overall this article provides an assessment of the ways in which case studies are used in OR; the advantages and limitations of using them; and specific examples of their use which will provide ideas to assist in improving OR teaching.

METHODICAL ASPECTS OF SYSTEM MAXIMA IN LEARNING PROCESS OF OPERATIONS RESEARCH

Training of operations research of bachelors of Computer Science is particularly important because combines both fundamental concepts and principles of mathematics and informational different disciplines and applied models and algorithms for their use. One of the urgent problems of higher education is creation of a methodological training systems targeted at a broad, yet educationally balanced use of modern learning process and information and communication technologies, including computer systems of mathematics. It is scientifically based, educationally balanced and appropriate implementation of these tools in the educational institutions will increase the level of information technological support and substantial growth of informational and fundamental mathematical training of future specialists in computer science. Because of this, there is need to identify ways of using ICT in learning process of operations research of Bachelor of Computer Science in Pedagogical Universities, modernizing the learning environment, taking into account trends in the development of science and technology, improving teaching training systems, including through the use of computer mathematics system as learning tools. This article analyzes the experimental study of effectiveness of using the system Maxima methods in learning of operations research of bachelors of computer science. The article outlines the pedagogical directions of use of computer mathematics system (CMS) at studying operations research; highlights the methodological aspects of CMS Maxima in the study of this course. The purpose of the article is an experimental trial of CMS Maxima as a means of teaching of operations research of bachelors of computer science. The object of investigation is the learning process of bachelors of computer science with the use of CMS. The subject of investigation is the peculiarities of CMS Maxima using as a learning tool of support for computer science courses.

ASSESSING INDUSTRIAL ENGINEERING COURSES USING BENCHMARK, FACULTY EXPERIENCE AND FE REQUIREMENTS

Faculty of Engineering at King Abdulaziz University plans to redesign its undergraduate courses, which is required for students in 14 different programs. These courses have an annual enrolment of about 2,500 students each year. The Operations Research Teaching Area in the Department of Industrial Engineering will be presented as a case study. This area involves two core and three elective courses. The course redesign involves preparing students for the Fundamentals of Engineering (FE) Exam requirements while coping with the best worldwide practices as benchmark. The FE Exam is a computer-based test (CBT). It is closed book with an electronic reference. Examinees have 6 hours to complete the exam, which contains multiple-choice questions. The 6-hour time also includes a tutorial and an optional scheduled break. The exam session is administered in the following seven disciplines: Chemical, Civil, Electrical and Computer, Environmental, Industrial and Systems, Mechanical, and Other Disciplines. The top ten USA Universities in Industrial/Manufacturing Engineering are used as a benchmark to reliably lead to the desired courses redesign results. Moreover, faculty experience is also utilized to enhance the process. Keywords: Industrial Engineering; Course design; Best practices; Benchmark; Fundamental Engineering.

The Research on the Teaching Model of Operations Research

Operations research courses teaching process often prone teaching purposes is not clear enough, is not quite appropriate choice of teaching content, teaching methods are not flexible enough, and less use of the computer and the network means, not suited with modern management. Departure from operations research teaching characteristics for students the logistics thinking skills, practical application ability and practical ability to cultivate and improve the use of Case Method, interesting teaching methods, computer "partner" pedagogy of these three kinds of teaching methods and classroom questions Lesson assignments, to adapt arrangements quiz three teaching control means. Will overcome the problems and shortcomings of operations research teaching process, for management class operations research teaching reform ideas..

A Spreadsheet-Based Approach for Operations Research Teaching

This paper considers the use of spreadsheet for introducing students to a variety of quantitative models covered in an introductory Operations Research (OR) course at the University of Malaya, Malaysia. This approach allows students to develop skills in modeling as they learn to apply the various quantitative models in a spreadsheet. Indeed, imparting spreadsheet and modeling skills with OR skills will make students highly sought after in the modern workplace. This paper goes on to report on the experience in using spreadsheet in the Introductory OR course and students evaluations.

A hypermedia intelligent tutoring system for Operations Research Teaching

Since ancient times, models have become widely accepted for studying phenomena, but the processes involved in problem formulation continue to be complex. For many years OR methodologies have tended to concentrate on taxonomies more than to the formulation stage of the modelling process. In this paper, the analysis and formulation modelling stages are discussed. New software for problem solving based on a Hypermedia Intelligent Tutoring System is proposed. This system helps students to model and solve optimisation situations.

Quality management principles applied to the teaching of operations research at a small university

Quality management principles applied to the teaching of operations research at a small university

Quality management principles applied to the teaching of operations research at a small university

Simple quality management principles can be implemented to attain a quality and worthwhile education: an education that will equip students with the necessary skills and knowledge that will enable them to fulfil their potential, either as an employee or a self-employed consultant. An overview of the relevant principles and the methodology is described. The major customers and products of the university's education function are identified and discussed, as well as the process by which the specific requirements and expectations of the customers were determined. The results and the lessons learned from the study and its implementation are also presented.

ORSTAT: Software for operations research and statistics

A set of educational programs has been developed to support the teaching of operations research. A special feature of the software is the use of computer graphics to introduce the beginning student to basic ideas and concepts.

Microcomputers and the teaching of operations research

In this study, we review educational software packages that have been developed for the microcomputer in the areas of operations research, operations management and statistics. A tabular comparison of 26 packages that either accompany textbooks or serve as stand-alone systems is presented. We also discuss the interesting features found in these packages and present our views on the current status and future development of educational software.

Selecting operations research software for classroom microcomputers

The explosion of microcomputers in universities, industries and homes introduces both challenges and opportunities for the teaching of operations research. This paper examines the issue of selecting operations research software for classroom use.

The Teaching of Operational Research: Presidential Address to the Operational Research Society on 23 October, 1958

The Teaching of Operational Research: Presidential Address to the Operational Research Society on 23 October, 1958

The Teaching of Operational Research: Presidential Address to the Operational Research Society on 23 October, 1958

The Teaching of Operational Research: Presidential Address to the Operational Research Society on 23 October, 1958