Structure of face-to-face teaching sessions for an undergraduate technology-centered computing course: Establishing a set of best practices

Baumgartner, Ilse; Shankararaman, Venky

doi:10.1109/educon.2014.6826088

Cited by 4 publications

(3 citation statements)

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“…The hands-on laboratory exercises can include a business case with a list of procedural steps that are required to configure business processes offered by the system or to commit transactions on it. ERP systems educators have been offering the students these exercises as a viable teaching practice (Baumgartner & Shankararaman, 2014;Monk & Lycett, 2016;Stevenson, 2015). The practice is an effective complement to traditional lecture sessions (Baumgartner & Shankararaman, 2014).…”

Section: Development Of Research Questionsmentioning

confidence: 99%

“…ERP systems educators have been offering the students these exercises as a viable teaching practice (Baumgartner & Shankararaman, 2014;Monk & Lycett, 2016;Stevenson, 2015). The practice is an effective complement to traditional lecture sessions (Baumgartner & Shankararaman, 2014). All the practical exercises can help the students build up their confidence with the business and technology features of ERP systems.…”

Section: Development Of Research Questionsmentioning

confidence: 99%

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The Relationships Between the Factors of a TOE Framework and Student ERP Systems Learning: A Curriculum Development Case

2022

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Aim/Purpose: The purpose of this study is to propose a curriculum development model for the integration of technology, organization, and environment (TOE) framework into enterprise resource planning (ERP) systems education. The study investigated the relationships between the three factors of the TOE framework and student learning outcomes from their ERP systems study. Background: As the demand for ERP systems grew and spread to diverse organizations, educational institutions have attempted to integrate the ERP systems into their curriculum. Yet, lacking a conforming framework to the systems results in a considerable gap between the integrated curriculum and student learning outcomes. A pedagogical framework to bridge the gap between educators and students is needed for the ERP systems education. Methodology: The study identified eight propositions from literature reviews and conceptualized a model with corresponding constructs to the propositions. The constructs comprise the seven predictor variables from the TOE contextual factors and one predictive variable for student learning. These constructs provide more details on the TOE factors and eight survey questions in the study. The study analyzed 133 survey responses of four semesters with a SPSS multiple linear regression. Contribution: The study contributes to the emerging body of ERP systems education and research by integrating the TOE framework to the technology curriculum development. The study model provides a structured approach for the selection of appropriate pedagogical contents to achieve a variety of student learning outcomes. Findings: The findings of the study indicate the use of the TOE framework enhances student learning of ERP systems. All the three factors of the framework were found to be statistically significant predictors in the ERP systems learning. The eight propositions depicting the relationships between the seven constructs of the TOE factors and student learning outcomes are all supported. Recommendations for Practitioners: The study recommends a practical guideline to ERP systems educators to utilize the TOE framework in their curriculum development. The guideline is aligned with typical teaching objectives for ERP systems courses. Recommendation for Researchers: Further studies are necessary by various scholars who have noted limited research pertaining to ERP systems and information technology education. The TOE framework demonstrates a practical application of a proven theory to student learning outcomes as a feasible approach to deliberate the use of the systems education and research. Impact on Society: This study will have a valuable impact on educators for their technology curriculum development and software vendors for their investment decisions on enterprise-wide system products. Future Research: Relying solely on student self-reported survey responses may be prone to response bias. For future work, researchers can extend this study and undertake similar research to empirically validate the efficacy of various teaching practices for student ERP systems learning. This could include objective measures of student learning by qualitatively coding behaviors at student project meetings or from hands-on ERP system exercise results.

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Section: Development Of Research Questionsmentioning

confidence: 99%

Section: Development Of Research Questionsmentioning

confidence: 99%

The Relationships Between the Factors of a TOE Framework and Student ERP Systems Learning: A Curriculum Development Case

2022

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“…Lectures are often characterized as being very theoretical and teacher-centered. However, even with this criticism, research has shown that lectures still have merit, despite the search for alternative approaches [20]. For this reason, we have incorporated lectures in this course as a means to introduce the basic concepts in ERP system design.…”

Section: Course Contentmentioning

confidence: 99%

Development of an ERP System Design Course to Improve Students' Learning Outcomes

Alharbi

2021

Int. J. Emerg. Technol. Learn.

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This paper describes the design and evaluation of an ERP system design course, which utilizes experiential learning theory along with open ERP sys-tem to provide the students with a holistic and cost-free learning environ-ment. The objective of the course is to familiarize students with the ERP se-lection and implementation life-cycle. When designing the pedagogical framework, the goal was to help students, especially those with little to no working experience to acquire the necessary knowledge, and develop the practical technical experience. Additionally, it was necessary to help students appreciate the depth and issues involved in the ERP system selection and implementation life-cycle. Lectures, case discussions, system demos with interactive labs, and group projects were used all together to enable in depth learning of the proposed topics. We focus on open source ERP system to provide the students with the required hands-on experience, and also to demonstrate that such approach can be utilized even by low resource universities. This paper includes details of the proposed framework. The proposed framework was taught and evaluated in a 1-semester graduate level course at the university of Jeddah, in Jeddah, Saudi Arabia. The course design was in-directly assessed using a survey, and the results revealed the positive impact that the proposed framework had on students’ learning outcomes. The results of the assessment support that experiential based learning using open source ERP systems can lead to improved learning outcome.

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A decade of ERP teaching practice: A systematic literature review

Wijaya

2023

Educ Inf Technol

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Structure of face-to-face teaching sessions for an undergraduate technology-centered computing course: Establishing a set of best practices

Cited by 4 publications

References 5 publications

The Relationships Between the Factors of a TOE Framework and Student ERP Systems Learning: A Curriculum Development Case

The Relationships Between the Factors of a TOE Framework and Student ERP Systems Learning: A Curriculum Development Case

Development of an ERP System Design Course to Improve Students' Learning Outcomes

A decade of ERP teaching practice: A systematic literature review

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