Assurance of Learning in the MIS Program

Harper, J. Steven; Harder, Joseph T.

doi:10.1111/j.1540-4609.2009.00229.x

Cited by 12 publications

(5 citation statements)

References 15 publications

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“…While a systematic development of skills and knowledge over time is often acknowledged in MIS programs (Harper & Harder, 2009), a means of identifying the proper order is too often neglected. Likewise, the sequence of course modules in IIS should systematically develop knowledge of IS concepts over time.…”

Section: Discussionmentioning

confidence: 99%

A Critical Analysis of Active Learning and an Alternative Pedagogical Framework for Introductory Information Systems Courses

Drake

2012

JITE:IIP

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Executive SummaryActive learning has been championed in academic circles as the pedagogical fix to boring lectures typically found in introduction to information systems courses. However, the literature on active learning is mixed. In this paper, we critically examine active learning research and discover a misplaced emphasis leading to paradoxical findings in four areas. First, creating activities for cognitive engagement is not unique to active learning. Second, the amount of instructor led control and direction is often glossed over, leaving a vague impression as to how much is necessary. Third, out of class activities are often ignored when they also accomplish the same effects for the same reasons. Fourth, an over-emphasis on techniques rather than outcomes renders active learning bound to means and not to ends. The proper end should be the meaningful learning of the course objectives.We offer an alternative pedagogical framework for evaluating classroom techniques based on philosophic, psychological, and pedagogical research. Ausubel's Assimilation Learning Theory fits this research with a focus on meaningful learning of classroom objectives. In order to achieve meaningful learning of new concepts, an instructor must accomplish four things: (1) clearly define the concepts, (2) provide proto-typical examples, (3) integrate the concepts within the students' knowledge, and (4) motivate the students to want to learn. Application of this pedagogical framework to introductory information systems classes provides a basis for evaluating classroom techniques and increasing meaningful learning. Turning the theory into practice, we propose three different ways to teach a Decision Support System module within an information systems course. Each approach is consistent with the meaningful learning framework. Those three approaches include the traditional lecture format, an activity based format consistent with active learning, and a case study based format which serves as a hybrid between passive and active learning techniques. For each approach, we highlight how the class structure, examples, and resources can help instructors create a meaningful learning experience for their students.

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Section: Discussionmentioning

confidence: 99%

A Critical Analysis of Active Learning and an Alternative Pedagogical Framework for Introductory Information Systems Courses

Drake

2012

JITE:IIP

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“…One notable tool employed by most face-to-face classes today is a learning management system (LMS) which "[t]ypically […] provides an instructor with a way to create and deliver content, monitor student participation, and assess student performance" (Rouse, 2018). Research on learning in educational institutions is robust and exhaustive (Barak, 1977;Elbeck, 2009;Halawi et al, 2009;Harper and Harder, 2009). There is consensus among researchers that learning is positively related to student satisfaction.…”

Section: Human Capital Theorymentioning

confidence: 99%

Antecedents of graduate student satisfaction through e-portfolio: content analysis

Shea

Parayitam

2019

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Purpose Using content analysis on assessment of a student’s learning, the purpose of this paper is to investigate the effect of teaching on students through self-disclosure in E-portfolios. The antecedents of graduate student satisfaction are studied using a conceptual model. Design/methodology/approach The data from 50 E-portfolios from senior MBA students was analyzed following the steps outlined by Krippendorff (2004). A conceptual model was developed and tested using hierarchical regression. Teaching tools and delivery method by the professors were the moderators in the relationship between learning, professor dedication and teaching tools and student satisfaction. Findings The results suggest learning, professor dedication, course content, faculty engagement and teaching method are positively related to student satisfaction. Results also suggest that teaching tools moderate the relationship between learning and student satisfaction, and delivery method moderates the relationship between faculty engagement, professor dedication and student satisfaction. Research limitations/implications The present research is based on self-report documents from E-portfolios of MBA students from an accredited university in north-eastern part of Massachusetts. Since the authors used content analysis, the limitations of social desirability bias and common method bias are not limitations which are inherent in self-report structured instruments. The research has implications for the higher educational institutions and studies in the field of education. Practical implications In addition to the students and faculty in educational institutions, the present study contributes to literature on E-portfolios and also for Association to Advance Collegiate Schools of Business accreditations. The implications for both academicians and practitioners are discussed. Social implications The findings from the study help in creating a fruitful academic environment in organizations. Originality/value The study provides new insights into the effect of learning, teaching method, delivery method, professor dedication on student satisfaction.

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“…A gap exists between the expectations of industry professionals and the skills of graduating IS students (Harper, & Harder, 2009). Though practical hands‐on information system experiences can be challenging to provide to students, research has identified that more emphasis should be given to ERP system skills (Kim, Hsu, & Stern, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

Knowledge Management ERP Curriculum Design/Mapping (Theory and Development Tools)

Swanson

Hepner

2011

Decision Sci J Innov Edu

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This study proposes a knowledge management framework for developing and managing enterprise resource planning (ERP) curriculum within business schools. Both theory and a practical implementation are addressed. The knowledge management (KM) 1 framework has two components which utilize ERP from a big picture curriculum overview and a ground level coursework perspective. First, a flowchart illustrates the mapping of ERP 2 system practice cases to program courses. Using the flowchart, faculty can more easily communicate and manage ERP curriculum features within an existing major course structure. Our design was implemented using a specific ERP system and example company setup to provide for minimal start-up and overhead costs for faculty and a minimal learning curve for students. The second component of the KM framework provides a mapping and library function. Specific design course cells have a general description of case summary features and/or homework exercises. Each design course cell also links to the relevant ERP system settings and a list of learning objectives. This mapping enables one company to be used throughout an undergraduate Accounting or IS degree program where the student's learning experiences in each course are tailored to provide by program's end a broad experiential view of ERP system usage. The system design flowchart is flexible and can be modified year-to-year or differentiated to work at any school. The system design flowchart also enables faculty to assign a list of accreditation competencies (within the context of learning objectives) to each course in the system design chart.

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Assurance of Learning in the MIS Program

Cited by 12 publications

References 15 publications

A Critical Analysis of Active Learning and an Alternative Pedagogical Framework for Introductory Information Systems Courses

A Critical Analysis of Active Learning and an Alternative Pedagogical Framework for Introductory Information Systems Courses

Antecedents of graduate student satisfaction through e-portfolio: content analysis

Knowledge Management ERP Curriculum Design/Mapping (Theory and Development Tools)

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