Higher-Order Learning Outcomes in an Undergraduate IT Project Management Course

Abstract

Achieving higher order learning outcomes may be normal in developed country higher-education institutions, but it may not so for most of those in developing countries with resource poverty which manifests in high student-teacher ratios for instance. Lecturers in developing countries tend to use less student-centered teaching methods which hamper the achievement of higher order learning outcomes. Unfortunately, this issue has been ignored in the general information systems education literature. This article therefore explores the relationship between teaching methods and the achievement of higher order learning outcomes by presenting and evaluating evidence of changes a lecturer made in delivering an undergraduate IT Project Management course over two academic years in a developing country context. Two lessons emerge. First, lecturers in developing country contexts should focus on turning out graduates with higher order thinking skills. Second, such educators should consider using contextually relevant teaching methods that lead to higher learning outcomes.

Investigating Factors that Promote Higher Order Thinking Skills in Information and Communication Technology (ICT) Integrated Classes

“…Literature also reported that academicians in developing countries are adopting a teaching approach that is less student-centred, thus hindering the integration of HOTS in the classroom [18]. Budu [18] also emphasised and encouraged academicians to adopt appropriate teaching methods that can cultivate HOTS among learners.…”