An Examination of the Introductory MIS Course

Wang, Shouhong

doi:10.28945/206

Cited by 8 publications

(7 citation statements)

References 15 publications

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“…Implicitly, the use of lectures assumes that the instructor has valuable, stable knowledge to pass on to a student, but knowledge is dynamic in today's changing world (Thomas & Brown, 2011). Lecture is a common instructional technique since it is the method in which many instructors learned their discipline (Fink, 2003) and is the predominant teaching method used by many IS professors, particularly in introduction to IS courses Wang, 2007). This traditional form of learning encourages standardization and requires students to master facts and tasks as opposed to learning how to inquire about the world (Thomas & Brown, 2011).…”

Section: Active Learningmentioning

confidence: 99%

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

Mitchell

Petter²,

Harris

2017

JITE:IIP

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Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS) courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students’ attention and helping them learn, such as flipped classrooms and offering courses online. These learning strategies are part of the pedagogical technique known as active learning. Active learning is a strategy that became popular in the early 1990s and has proven itself as a valid tool for helping students to be engaged with learning. Methodology: This work follows a systematic method for identifying and coding previous research based on an aspect of interest. The authors identified and assessed research through a search of ABI/Inform scholarly journal abstracts and keywords, as well as additional research databases, using the search terms “active learning” and “information systems” from 2000 through June 2016. Contribution: This synthesis of active learning exercises provides guidance for information technology faculty looking to implement active learning strategies in their classroom by demonstrating how IS faculty might begin to introduce more active learning techniques in their teaching as well as by presenting a sample teaching agenda for a class that uses a mix of active and passive learning techniques to engage student learning. Findings: Twenty successful types of active learning exercises in IS courses are presented. Recommendations for Practitioners : This paper offers a “how to” resource of successful active learning strategies for IS faculty interested in implementing active learning in the classroom. Recommendation for Researchers: This work provides an example of a systematic literature review as a means to assess successful implementations of active learning in IS. Impact on Society: An updated definition of active learning is presented as well as a meaningful list of exercises that encourage active learning both inside and outside of the IS classroom. Future Research: In relation to future research, this study highlights a number of opportunities for IS faculty in regards to new active learning activities or trends to study further.

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Section: Active Learningmentioning

confidence: 99%

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

Mitchell

Petter²,

Harris

2017

JITE:IIP

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“…The primary responsibility for teaching computer skills during the last two decades has been placed in business education programs, which often teach business related applications such as spreadsheet, word processing, and databases (T esch, Murphy, & Crable, 2006). Educators are facing tremendous challenges in identifying, developing, and designing curriculum that will prepare undergraduates in the next century (Hunt & Perreault, 1999;Wang, 2007). …”

Section: Computer Literacy As An Essential Requirement For Employmentmentioning

confidence: 99%

A Comparison of Student Perceptions of their Computer Skills to their Actual Abilities

Grant

Malloy

Murphy³

2009

JITE:Research

104

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Executive SummaryIn this technology intensive society, most students are required to be proficient in computer skills to compete in today's global job market. These computer skills usually consist of basic to advanced knowledge in word processing, presentation, and spreadsheet applications. In many U.S. states, students are required to demonstrate computer proficiency early in their educational experience by means of passing an assessment test. This research was conducted in North Carolina where all students must pass a computer/technology skills assessment test prior to completing twelfth grade. This study explored U.S. college students' perceived mastery of their computer skills, evaluated their actual scores on a computer skills assessment, and compared the results to realign and enhance an introductory business computer applications course. T wo instruments were developed to accomplish the objectives for this research: a survey to capture students' perceptions of their computer proficiency and a computer skills assessment to measure their actual performance. The assessment tool evaluated their knowledge of three computer application skills -word processing, presentation, and spreadsheet -with three levels of proficiency -basic, moderate, and advanced. The survey and assessment instruments were administered to over 200 business students in a medium sized, public university with a required introductory computer applications course. The findings of this study indicate some differences in the students' perception of their word processing skills and actual performance, no difference in perception and performance for their presentation skills, and a significant difference in perception and performance for their spreadsheet skills. As a result of this research, the curriculum for the introductory course was redesigned to concentrate primarily on the substantial skill deficiency in spreadsheet skills while still allowing the students to demonstrate their level of proficiency in word processing and presentation skills through a mandatory online assessment test beginning in fall semester 2008. Any student who does not perform well on the word processing and presentation assessment will be required to obtain additional training to enhance these skills.These findings have important implications for two reasons: 1) schools with a similar profile can possibly replicate the realignment and enhancement of the business computer application course and 2) any school interested in comparing their students' perception of their computer skill proficiency and actual performance on three different levels can apply a modified version of this study.

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“…Regardless of the commonality of this course in business education, there have been a variety of ways to teach it, and the contents of this course are not always taught uniformly (Baugh & Kovacs, 2011). In addition to non-technical contents, many business programmes use this course to enhance students' computer literacy by including computing lab technical modules (Wang, 2007). For example, the official description of the introductory IS course offered in one of the authors' business programmes clearly specifies the requirements for technical components.…”

Section: The Casementioning

confidence: 99%

Adoption of open educational resources (OER) textbook for an introductory information systems course

Wang

2017

Open Learning: The Journal of Open, Distance and e-Learning

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Open educational resources (OER) can make educational resources widely available to all students and educators for free; however, OER are still untried in many academic programmes in higher education. This article reports a case of adoption of an open access textbook for an introductory information systems course and discusses the process and suggestions of adoption of an OER textbook based upon the authors' own experience. The study indicates that the process of adoption of an open access textbook demands more intellectual work on the instructors' side in comparison with the adoption of a new commercial textbook. The study suggests that discipline-based communities of practice (CoP) can ease the workload problem in the process of adopting OER textbooks. The findings are important in encouraging the OER community to shift from project-based OER textbook development to discipline-based CoP for effective OER textbook adoption.

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An Examination of the Introductory MIS Course

Cited by 8 publications

References 15 publications

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

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

A Comparison of Student Perceptions of their Computer Skills to their Actual Abilities

Adoption of open educational resources (OER) textbook for an introductory information systems course

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