Strategies to Enhance Student Learning in a Capstone MIS Course

Kumar, Anil

doi:10.28945/895

Cited by 2 publications

(4 citation statements)

References 4 publications

(6 reference statements)

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“…A fourth and final theme to arise from the literature is an emphasis on undergraduate information systems students interacting with professionals already practicing in the field (e.g., Astani, 2006;Brandon et al, 2002;Kumar, 2006;McGann & Cahill, 2005). Whether students are soliciting requirements from real-world clients or interviewing seasoned professionals, the contact between a student and professional is a valuable component to a capstone experience.…”

Section: Relevant Literaturementioning

confidence: 99%

“…Many academic programs in the broad field of information systems offer a capstone experience for their students, and many of these faculty members share the discourse on how best to facilitate such a course for their diverse populations (Astani, 2006;Brandon, Pruett, & Wade, 2002;Gupta, & Wachter, 1998;Harper, Lamb, & Buffington, 2008;Hashemi, & Kellersberger, 2009;Janicki, Fischetti, & Burns, 2006;Kumar, 2006;McGann, & Cahill, 2005;Morgan, & Aitken, 2006;Schwieger, & Surendran, 2010;Shih, LeClair, & Varden, 2010;Surendran, & Schwieger, 2011;Tuttle, 2000Tuttle, , 2001. After more than a decade of discourse on the topic, there is still very little agreement on how best to design, develop, and deliver an information systems capstone experience for undergraduate majors.…”

Section: Introductionmentioning

confidence: 99%

“…An alternative approach has been to structure the course around student presentations of case studies, situation analysis reports and team projects (Brandon et al, 2002;Gupta & Wachter, 1998). Still other courses have emphasized the use of guest speakers and student research projects (Kumar, 2006). Yet another approach is for students to develop an ePortfolio to demonstrate their competency across the curriculum (Shih et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Systematically Evaluating the Effectiveness of an Information Systems Capstone Course: Implications for Practice

Gill

Ritzhaupt

2013

JITE:Research

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Executive SummaryThe information systems capstone experience for undergraduate majors is a topic frequently discussed in academic circles within the field. Though very little consensus exists on this topic, there are core themes that emerge in the design, development, and delivery of the undergraduate capstone courses. Our analysis of prior literature reveals four components to capstone experiences that are often used in these courses, which include 1) a focus on real-world, complex information systems design, development, and integration; 2) the use of the case method to engage students in critical thinking, problem-solving, and decision-making; 3) the use of ePortfolios to assist students in integrating knowledge across the discipline and showcasing their learning to potential employers; and 4) an emphasis with the undergraduate information systems majors interacting with seasoned professionals in the field. These dimensions were carefully considered in the implementation of a capstone course at a large research extensive university in the southeastern United States. This project was funded by a National Science Foundation (NSF) grant program.The paper presents a novel information systems undergraduate capstone course that includes two major design themes: case pedagogy and individual projects. The course is carefully described in terms of the student learning objectives, salient features, and philosophy. Further, the course was systematically evaluated using a multi-method approach, involving five distinct data sources: the Critical Thinking Assessment Test (CAT), the Student Assessment of Learning Gains (SALG), the Student Assessment of Instruction (SAI), faculty review of mini-cases, and student and instructor reviews of final projects. These data were examined both descriptively and inferentially. Results indicate that students were generally satisfied with the course design. However, some negative comments were made. Students did not show significant increases in critical thinking skills as measured by the CAT. However, faculty review of the pre-and post-mini-case submissions shows that students had significant gains in evaluating information, creative thinking, and learning and problem-solving. Implications for practice are provided in light of the findings.

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Section: Relevant Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Systematically Evaluating the Effectiveness of an Information Systems Capstone Course: Implications for Practice

Gill

Ritzhaupt

2013

JITE:Research

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“…This system no longer sticks to the textbook materials not to mention the textbooks have become a part of the reference books (Jong 2006, Kumar 2006, Li, 2006, Kamsah, 1990. The lecturers/tutors/laboratory instructors provide the concept and guide on how to find solutions and information while the students will find the advanced material on their own on a group work basis.…”

Section: System Overviewmentioning

confidence: 99%

Continuous-Grouped-Self-Learning: In the Perspective of Lecturers, Tutors and Laboratory Instructors

Azau¹,

Yao²,

Aik³

et al. 2009

IES

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This paper presents the perception of lecturers, tutors and lab instructors towards the implemented Continuous-Group-Self-Learning (CGSL) in the Department of Computer and Communication System Engineering (CCSE), Universiti Putra Malaysia. This innovative system introduces mock teaching and student-lecturer role as a technique of delivery. The system ensures a continuous group work and the students are learning with class-oriented problem-based learning (CO-PBL) instead of seasonal project oriented problem-based learning (PO-PBL). The radical change in the assessment by adopting mock teaching oriented assessment (MTOA) has given a new definition to assess the student thoroughly. 49 respondents have taken part in this study, in which 30 of them are lecturers, 8 are tutors and 11 are laboratory instructors who currently active serving in the department. In general, 56% of the respondent do not agree this learning system shifted the teaching job to the students and 56.55% of them disagree this approach is a burdensome to the students who are undergoing this learning style. This system in fact a catalyst that urges the lecturers, tutors and lab instructors to enhance themselves in order to cope up with the 'knowledge demand' from the student when 82.1% of the respondents agree to be more knowledgeable as compared to conventional teaching method.

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Strategies to Enhance Student Learning in a Capstone MIS Course

Cited by 2 publications

References 4 publications

Systematically Evaluating the Effectiveness of an Information Systems Capstone Course: Implications for Practice

Systematically Evaluating the Effectiveness of an Information Systems Capstone Course: Implications for Practice

Continuous-Grouped-Self-Learning: In the Perspective of Lecturers, Tutors and Laboratory Instructors

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