Design and Delivery of Technical Module for the Business Intelligence Course

Wang, Shouhong; Wang, Hai H.

doi:10.28945/1884

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…A recent study used a simulation and evolutionary lab sequence to teach business intelligence (Pittarese, 2015). Wang and Wang (2013) published their process for designing and delivering a technical module related to business intelligence. Wang (2015) provides a comprehensive list of recent journal The Clute Institute articles and conference proceedings related to teaching cases and learning activities in business intelligence and analytics education.…”

Section: Literature Reviewmentioning

confidence: 99%

Integrating Data Cleansing With Popular Culture: A Novel SQL Character Data Tutorial

Olsen

Dupin-Bryant

2016

RBIS

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Big data and data science have experienced unprecedented growth in recent years. The big data market continues to exhibit strong momentum as countless businesses transform into data-driven companies. From salary surges to incredible growth in the number of positions, data science is one of the hottest areas in the job market. Significant demand and limited supply of professionals with data competencies has greatly affected the hiring market and this demand/supply imbalance will likely continue in the future. A major key in supplying the market with qualified big data professionals, is bridging the gap from traditional Information Systems (IS) learning outcomes to those outcomes requisite in this emerging field. The purpose of this paper is to share an SQL Character Data Tutorial. Utilizing the 5E Instructional Model, this tutorial helps students (a) become familiar with SQL code, (b) learn when and how to use SQL string functions, (c) understand and apply the concept of data cleansing, (d) gain problem solving skills in the context of typical string manipulations, and (e) gain an understanding of typical needs related to string queries. The tutorial utilizes common, recognizable quotes from popular culture to engage students in the learning process and enhance understanding. This tutorial should prove helpful to educators who seek to provide a rigorous, practical, and relevant big data experience in their courses.

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Section: Literature Reviewmentioning

confidence: 99%

Integrating Data Cleansing With Popular Culture: A Novel SQL Character Data Tutorial

Olsen

Dupin-Bryant

2016

RBIS

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“…In low-code WIL, student efforts are focused and directed towards creating a practical result – the delivery of the business app. Specifically, students must create an authentic output of value at the end of the course, which is a valuable working software that addresses the requirements and is error-free (Wang & Wang, 2021). The theoretical ISD teaching is tailored to provide students with foundational knowledge, including requirements gathering, ISD methods, and project management (Beranič et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Metacognitive skills in low-code app development: Work-integrated learning in information systems development

Matook

Wang

KÃ¶ppel

et al. 2023

Journal of Information Technology

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Low-code platforms can provide a learning environment that integrates academic theory with practical experiences, allowing students to experience real-world ISD projects. Such a pedagogy is known as work-integrated learning (WIL). In a low-code WIL course, the focus is on the practical development experiences and the delivery of a business application based on client’s requirements. Yet, the real-world ISD experiences may inhibit metacognition, which is essential for students to succeed in future learning of digital innovations. Without metacognition, students struggle to learn how to learn and be reflective about their learning. This study uses a mixed-method design and draws on Flavell’s (1979) theoretical framework to examine metacognition in the context of low-code WIL. In particular, the study examines the effect of learner-oriented factors and task-oriented factors on metacognition and its impact on learning outcomes, such as knowledge confidence, app delivery, and grade. The quantitative results indicate that metacognition is influenced by motivation, the strategic approach, and autonomy, whereas self-efficacy beliefs have no effect. The learning outcomes are also achieved. Qualitative results (students’ essays and apps) corroborate the quantitative results while also providing additional insights into the learning in low-code WIL showing the impact of the platform and agile ISD practices on metacognition. Overall, this study offers IS educators a better understanding of how low-code platforms can foster learning-to-learn while providing real-world practical experiences.

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“…Based on the survey from BI Congress 2012 regarding the status of BI in academia, there were several significant challenges in teaching and learning BI, for instance, access to data sets, finding suitable cases, providing realistic and meaningful experiences (Wixom et al, 2013). Several BI instructors have attempted to improve their BI teaching and learning methods and have considered alternative methods, for instance, proposing course components and learning objectives to teach data warehousing and data mining (Fang et al, 2006), teaching data warehousing and data mining using case projects (Rob et al, 2007), teaching BI using cloud computing technology (Mrdalj, 2011), teaching BI with puzzle-based concept (Presthus et al, 2012), proposing a pedagogical design and method for a practical technical module for a nontechnically oriented BI course (Wang et al, 2013), concerning an experiential learning concept in teaching BI (Podeschi, 2014).…”

Section: Introductionmentioning

confidence: 99%

A Framework for using Business Intelligence for Learning Decision Making with Business Simulation Games

Poonnawat

Lehmann

2015

Proceedings of the 7th International Conference on Computer Supported Education

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This position paper will give an overview of the Business Intelligence (BI) learning framework which includes: (1) BI game; (2) data warehouse system; (3) self-service BI tools, and (4) learning assessment. The BI game is used as an educational platform to simulate business scenarios and business processes. The data warehouse system integrates all of the business transactions and results from the BI game and provides a single point of truth for analytical information. During the business processes, self-service BI tools are used to access data marts for business analytics by both students and instructors. The learning assessment component is used to evaluate students' knowledge and skills in BI and 21 st Century skills.

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Design and Delivery of Technical Module for the Business Intelligence Course

Cited by 3 publications

References 12 publications

Integrating Data Cleansing With Popular Culture: A Novel SQL Character Data Tutorial

Integrating Data Cleansing With Popular Culture: A Novel SQL Character Data Tutorial

Metacognitive skills in low-code app development: Work-integrated learning in information systems development

A Framework for using Business Intelligence for Learning Decision Making with Business Simulation Games

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