This article describes an action research for reducing the high students' dropout rate after an introductory programming course. As part of the action research, that was performed during four semesters several course structures and learning tactics were examined. The success was attributed to three main factors. (1) using Python as the first introductory programming language, which freed the students from detailed language syntax and allowed them to concentrate on algorithms and problem solving; (2) using a visualization environment (Micro-world) for the whole duration of the course, which helped in understanding the more complex and abstract issues; and (3) using individual assignments that enforced better learning habits. The article describes the various attempts, as well as the final structure that reduced the failing students by over 77%.
This study was performed within a graduate course in the Organizational Development and Consulting graduate program. The course draws a comparison between the systems analysis processes used in computing systems (hard systems) and the organizational analysis methodologies applied in soft systems, such as Checklands' Soft Systems Methodology (SSM). Since most students' previous academic experience is in social sciences, abstract concepts related to computing systems were difficult to comprehend. The SSM that is mainly used for unstructured and poorly defined problems was exercised for identifying the students' difficulties. Using SSM for analyzing the students' perceived learning system revealed their specific difficulties, while providing a real life example on using the methodology. After understanding the students' difficulties, the course structure was changed for better addressing these difficulties. This paper describes the course, the methodology and the results obtained after implementing the proposed changes to the course
Information Systems (IS) curricula should provide students with both technical and non-technical (soft) skills. The technical aspects are covered by various courses. However, soft skills like teamwork, interpersonal communication, presentation delivery, and others are hardly covered. Employers, who consider both technical and soft skills to be equally important, search for professional Information Systems employees possessing both sets of skills. These employers often complain that finding an IS graduate with both types of skills is quite difficult. The IS 2010 Model Curriculum refers to both types of skills, considering them an essential part of the graduate knowledge base. However, in many cases the soft skills are not sufficiently addressed, and even if they are, it is not necessarily in the context of software development projects. The Systems Analysis and Design (SAD) course provides an important foundation for the IS profession. This is especially true due to the emerging role of the programmer-analyst who is responsible not only for programming but also for some analysis work. In order to strengthen the soft skills in the context of system analysis and design, we suggest a workshop structure emphasizing these soft skills while students analyze and design a complete information system. Our SAD workshop includes some face to face lectures and teambased collaborations. The students undertake many online activities, including teamwork, interviews with simulated clients, team-based peer reviews, presentation delivery, and so forth. The workshop employs a grade difference calculation mechanism that revealed, along with the students' reflections, that the workshop structure enhanced the students' ability to cope with the workshop assignments while strengthening their soft skills and preparing them for their future analysis and design challenges.
In this paper we describe an instructional tactic that promotes individual learning. The tactic was developed to cope with the relatively high IS students' failing rate and to support the development of effective learning habits (to be used in collaboration contexts as well). The learning process is based on a unique individual assignments design for a Computer Organization and Programming course. The accompanying study revealed encouraging quantitative and qualitative results. Overall student's failing rate decreased by 59% and an increase in students' motivation and learning accountability was observed. We conclude with a discussion regarding the results and their implications.
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