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

Abstract

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.

Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses

“…Instructors can consider the introduction of more active learning strategies by having a series of short lectures that also include periods in which students can engage with the course material more actively. Furthermore, while some past research assumes that active learning can only take place in the classroom (which is considered a limitation of active learning) (Drake, 2012), this research considers active learning exercises that engage students both within a class period or outside of class. This paper reviews previous research of active learning in information systems courses to offer ideas to instructors that are interested in incorporating more active learning exercises in their courses.…”

“…Although active learning has been around for over twenty years, active learning still remains a valuable teaching strategy in that students gain knowledge and experience "through talking and listening, writing, reading, and reflecting" (Meyers & Jones, 1993). Despite claims which suggest active learning is often not used in introductory information systems (IS) courses (Drake, 2012), there has been a great deal of research on active learning in IS classes (e.g., . However, as with any technique, active learning is not a panacea.…”

“…However, as with any technique, active learning is not a panacea. Active learning techniques must be applied with consideration of the outcomes to make the learning process meaningful to the student (Drake, 2012).…”

Enhancing Students’ Interest in Science and Technology through Cross-disciplinary Collaboration and Active Learning Techniques

“…Although there are mixed results in the literature concerning the impact of active learning (Drake, 2012), there are numerous examples of how active learning improves student learning outcomes (D. Johnson, Johnson, & Smith, 1998a, 1998bSpringer, Stanne, & Donovan, 1999). The use of information technology as a tool to help facilitate active learning has also been shown to impact student learning.…”

A Connectivist Perspective of the Transition from Face-to-Face to Online Teaching in Higher Education

“…These skills closely resemble those of an 'active learner' which are typified by "lively debates between instructor and students, peer-to-peer discussions, reflective writing and team work" (Kassens-Noor, 2012, p. 9) combined with "thoughtful engagement" (Drake, 2012, p. 41) which motivates learners to take responsibility for their own learning decisions as evidenced in enquiry learning or discovery learning, the 'pure' active learning strategies (Drake, 2012). The above eight tenets of connectivism will be pertinent for understanding the analysis later in the paper.…”