An active learning approach to teaching undergraduate systems analysis course

Gudigantala, Naveen; Hoffman, James J.

doi:10.1504/ijiome.2008.023439

Cited by 10 publications

(13 citation statements)

References 7 publications

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“…IS scholars across the discipline recognize this need to redesign IS courses for students in the interests of both relevance and practicality (Akbulut & Looney, 2009;Downey et al, 2008;Fichman, et al, 2014;Gudigantala, 2013;Jafar, Anderson, & Abdullat, 2008;Kesner, Zack, Russell, & Dias, 2013;Koohang, Riley, Smith, & Floyd, 2010;McGann, Frost, Matta, & Huang, 2007). In redesigning an entire IS program, Koohang et al (2010) noted that IT professionals today must be versatile in both technical abilities and have expertise in multiple domains within organizations.…”

Section: Literature Reviewmentioning

confidence: 99%

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Introductory Information Systems Course Redesign: Better Preparing Business Students

2018

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Aim/Purpose: The dynamic nature of the information systems (IS) field presents educators with the perpetual challenge of keeping course offerings current and relevant. This paper describes the process at a College of Business (COB) to redesign the introductory IS course to better prepare students for advanced business classes and equip them with interdisciplinary knowledge and skills demanded in today’s workplace. Background: The course was previously in the Computer Science (CSC) Department, itself within the COB. However, an administrative restructuring resulted in the CSC department’s removal from the COB and left the core course in limbo. Methodology: This paper presents a case study using focus groups with students, faculty, and advisory council members to assess the value of the traditional introductory course. A survey was distributed to students after implementation of the newly developed course to assess the reception of the course. Contribution: This paper provides an outline of the decision-making process leading to the course redesign of the introductory IS course, including the context and the process of a new course development. Practical suggestions for implementing and teaching an introductory IS course in a business school are given. Findings: Focus group assessment revealed that stakeholders rated the existing introductory IS course of minimal value as students progressed through the COB program, and even less upon entering the workforce. The findings indicated a complete overhaul of the course was required. Recommendations for Practitioners: The subject of technology sometimes requires more than a simple update to the curriculum. When signs point to the need for a complete overhaul, this paper gives practical guidance supplemented with relevant literature for other academicians to follow. Recommendation for Researchers: Students are faced with increasing pressure to be proficient with the latest technology, in both the classroom where educators are trying to prepare them for the modern workplace, as well as the organization which faces an even greater pressure to leverage the latest technology. The newly designed introductory IS course provides students, and eventually organizations, a better measure of this proficiency. Future Research: Future research on the efficacy of this new course design should include longitudinal data to determine the impact on graduates, and eventually the assessment of those graduates’ performance in the workplace.

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Section: Literature Reviewmentioning

confidence: 99%

“…The Introductory to Information Systems course is a core course in most business schools, offering information systems concepts and application software skills to all business majors (Gudigantala, 2013). Previously, the structure of our COB included the Computer Science department with the introductory IS course taught by that department.…”

Section: Introductionmentioning

confidence: 99%

Introductory Information Systems Course Redesign: Better Preparing Business Students

2018

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“…A aula tradicional mais utilizada por professores de cursos de graduação é a expositiva [13]. Prince [19] define a AA como uma "atividade de sala de aula que exige que os alunos façam algo diferente de ouvir e tomar notas".…”

Section: Aprendizagem Ativa (Active Learning)unclassified

“…Algumas afirmações sugerem que a AA não é muito utilizada em cursos de Sistemas de Informação [8]. Porém pesquisas vêm sendo conduzidas sobre a AA em turmas de BSI, com o objetivo de verificar se essa estratégia é funcional ou não, como, por exemplo, em Gudigantala [13]. Como qualquer estratégia, a AA não é a solução de todos os problemas de ensino-aprendizagem.…”

Section: Uso De Aprendizagem Ativa Em Um Curso De Bsiunclassified

Aprendizagem Ativa em Sistemas de Informação: Novas Técnicas Propostas e Reflexões sobre as Experiências

Castro

Siqueira

2017

Anais Do Simpósio Brasileiro De Sistemas De Informação (SBSI)

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RESUMOO rápido desenvolvimento das tecnologias de informação e comunicação tem mudado o perfil dos alunos. Aulas expositivas tendem a ser monótonas e podem levar os discentes ao desinteresse. Diante desse contexto, a Aprendizagem Ativa (AA) pode auxiliar na melhoria do processo de ensino-aprendizagem. Nesse artigo é apresentada uma visão geral do uso de AA em disciplinas de um curso de Bacharelado em Sistemas de Informação (BSI), bem como são descritas outras técnicas que se mostraram eficazes para uso com alunos de BSI em seu processo de construção do conhecimento de disciplinas do curso. Além das técnicas, são apresentados alguns resultados e reflexões sobre as experiências. ABSTRACTThe rapid development of information and communication technologies has changed the profile of students. Expositive classes tend to be monotonous and may lead students to disinterest. In this context, Active Learning (AA) can help to improve the teaching-learning process. This paper presents an overview of the use of AA in Information Systems (IS) undergraduate programs, as well as other techniques that have proven to be effective for use with IS students in their process of building knowledge of course subjects. In addition to the techniques, some results and reflections on the experiences are also presented.

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“…Aula expositiva é o método predominante usado pela maioria dos professores de Informática, particularmente em cursos introdutórios [GUDIGANTALA, 2013]. Entretanto, pesquisas anteriores sugerem que o uso exclusivo de aulas expositivas limita a aprendizagem dos alunos [BONWELL e EISON, 1991].…”

Section: Introductionunclassified

AGILITY SCRUM - Um Jogo para Ensino da Metodologia SCRUM

Castro¹,

Siqueira²,

Almeida³

et al. 2017

Anais Do Workshop Sobre Educação Em Computação (WEI)

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Tendo em vista as dificuldades encontradas por docentes e discentes no ensino e no aprendizado da Metodologia Ágil Scrum como prática de Engenharia de Software, este artigo descreve uma abordagem diferente. A partir da criação de um jogo não computacional, os discentes puderam vivenciar uma experiência prática do uso da metodologia, o que por sua vez trouxe uma melhor aceitação, assimilação e resultado nos exercícios e trabalhos realizados, indicando assim um bom aproveitamento e eficácia na aplicação do conteúdo proposto pelos docentes.

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An active learning approach to teaching undergraduate systems analysis course

Cited by 10 publications

References 7 publications

Introductory Information Systems Course Redesign: Better Preparing Business Students

Introductory Information Systems Course Redesign: Better Preparing Business Students

Aprendizagem Ativa em Sistemas de Informação: Novas Técnicas Propostas e Reflexões sobre as Experiências

AGILITY SCRUM - Um Jogo para Ensino da Metodologia SCRUM

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