Methods of Instruction and Learning Outcomes: A Theoretical Analysis of Two Approaches in an Introductory Information Technology Course*

Pridmore, Jeannie; Bradley, R. S.; Mehta, Nikhil

doi:10.1111/j.1540-4609.2010.00258.x

Cited by 15 publications

(10 citation statements)

References 36 publications

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“…Deal (2007) noted that lecture Webcasts can improve students' educational experiences by reducing stress and providing an additional study resource. Pridmore, Bradley, and Mehta (2010) found that students perceive that the use of two instructional methodologies (lecture and multimedia case studies) combined is more effective than the use of a single methodology. Ahmed (2010) studied hybrid e-learning acceptance by learners using three critical success factors: instructor' characteristics, information technology infrastructure, and organizational and technical support.…”

Section: Improve (I): Select Course Of Actionmentioning

confidence: 96%

Using Continuous Improvement to Enhance an Online Course

Aggarwal¹,

Lynn²

2012

Decision Sci J Innov Edu

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Assessment is becoming important from many different perspectives. Universities are planning, developing, and testing various assessment models to satisfy stakeholders. Many accrediting agencies are also requiring assessment plans and their implementation from universities for reaccreditation. This article describes how assessment was used to continuously improve a database course in a Web MBA program, and combines Deming's Plan-Do-Check-Act (PDCA) cycle with Bloom's taxonomy to develop rubrics for problem solving learning objectives in an online course. Results from direct and indirect measurements are used to improve the course. Specifically, two semester results are compared for course assessment. Results show some improvement; however, the course requires continuous improvement to meet benchmarks. The model presented here is generic in nature and should be useful for all educators who plan to initiate or continue the assessment and continuous improvement process. Instead of reinventing the wheel, educators can learn from our experiences and use the results as a starting point for their own assessment programs.

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Section: Improve (I): Select Course Of Actionmentioning

confidence: 96%

Using Continuous Improvement to Enhance an Online Course

Aggarwal¹,

Lynn²

2012

Decision Sci J Innov Edu

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“…Active learning contrasts with passive learning, which typically involves traditional lecture formats or reading assignments. Passive learning continues to be a mainstay in many Introduction to Information System (IIS) classes (Pridmore, Bradley, & Mehta, 2010). Traditional lecture format often challenges students' attention span, resulting in a rapid drop-off in the retention of class topics (Hartley & Davies, 1978;Wankat, 2002).…”

Section: Editor: Lorraine Staehrmentioning

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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“…Identifying and assessing learning outcomes is very important (Duke, 2002; Pridmore, Bradley, & Mehta, 2010). Learning outcomes has been measured through theoretical models such as TAM (Landry, Griffeth, & Hartman, 2006) and E‐Learning success model (DeLone and McLean, 2003).…”

Section: Framework and Hypotheses Buildingmentioning

confidence: 99%

A Cultural Comparison of Trust in eLearning Artifacts

Simmons¹,

Simmons²,

Hayek³

et al. 2012

Decision Sci J Innov Edu

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A significant body of literature focuses on learning mediated by technology (eLearning). We conceptually develop and empirically test a model of trust antecedents with online undergraduate students. Contributing to the student eLearning success literature, we posit that eLearning students require the support of technologies and trust in those technologies to feel satisfied with their learning and perceive that they will have a positive learning outcome. This study considers the effect of culture by comparing the trust and satisfaction of American and Latin American students in eLearning technologies. By conducting this study in two countries that differ in terms of national culture power distance and individualism, we learned that culture directly and significantly impacts trust in learning technologies. Culture also significantly changes the strength of the relation between trust and satisfaction. Future research directions and implications for researchers and higher education instructors are discussed.

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Methods of Instruction and Learning Outcomes: A Theoretical Analysis of Two Approaches in an Introductory Information Technology Course*

Cited by 15 publications

References 36 publications

Using Continuous Improvement to Enhance an Online Course

Using Continuous Improvement to Enhance an Online Course

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

A Cultural Comparison of Trust in eLearning Artifacts

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