The Motivation for Collaborative Discovery Learning Online and Its Application in an Information Systems Assurance Course

Abstract

This paper develops the motivation for collaborative discovery learning online and explains its application in a master's course in information systems assurance. In discovery learning, participants learn to recognize a problem, characterize what a solution would look like, search for relevant information, develop a solution strategy, and execute the chosen strategy. In collaborative discovery learning, participants, immersed in a community of practice, solve problems together. In collaborative discovery learning online, participants seek the knowledge they need and solve problems together in a virtual environment. For this purpose, virtual environments are characterized by web-based access to resource materials and participants' work and web-based discussions occurring in real time (synchronously). This approach to learning prepares students for work environments in which new problems are the norm and professionals work collaboratively to solve them in virtual spaces. The paper makes a case for the course being more effective than lecture-based instruction because of its use of collaborative discovery learning online, more accessible because participants may be anywhere they have Internet access, and more affordable if the development and delivery efforts could be leveraged across multiple universities.

Do hybrid flexible delivery teaching methods improve accounting students' learning outcomes?

“…The belief is that student learning outcomes should improve because they are the result of learning experiences, and flexible delivery models, which encourage increased student engagement, should lead to improved student learning experiences (Alexander, 1999). Only a limited amount of research investigates the effects of hybrid flexible delivery initiatives and technology adoption on learning outcomes in general (Arbaugh, 2000;Kirkpatrick and McLaughlan, 2000;Oliver and Omari, 2001), and specifically in the field of accounting (Borthick and Jones, 2000;Broad et al, 2000;Bryant and Hunton, 2000). While pedagogically it is important to ensure that the quality of student learning improves or, at the very least, is maintained when flexible delivery teaching models are introduced, evaluation does not always occur (Alexander, 1999;Jones and Paolucci, 1999).…”

Developing an e-pedagogy for interprofessional learning: Lecturers' thinking on curriculum design

“…Other components of digital materials were more specifically designed as triggers to discussion and were designed to be used initially in the classroom and subsequently online. The blended learning approach taken by the lecturers recognized the importance of face-to-face contact between the students, especially at the initial stages of the learning experience as described by Borthick and Jones (2000). The lecturer below indicates how thinking about the learning materials themselves could enable the student to consider his or her development as a collaborative worker in practice.…”

Accounting education literature review (2000–2002)

“…This study measured student perceptions and did not include any measures of actual performance, and no attempt was made to control for differences in individual learning styles. Borthick and Jones (2000) describe how online collaborative discovery learning was applied in a master's course in information systems assurance, present student reactions to daily sessions, and compare the mean responses of student evaluations for one course taught using a face-to-face method and three courses taught online. ANCOVA, controlling for student GPA, found no significant difference between the final exam scores of 18 students enrolled in the face-to face course and the scores for the 32 students enrolled in the online sections.…”